A Comparative Evaluation of Physics Textbooks of Class XTH of Cbse Updated

A COMPARATIVE EVALUATION OF
PHYSICS TEXTBOOKS OF CLASS XTH OF

CBSE & ICSE BOARD OF EDUCATION
A DISSERTATION SUBMITTED IN PARTIAL

FULFILLMENT OF THE REQUIREMENT FOR THE
DEGREE OF
MASTER OF EDUCATION
Under the Supervision of
Dr. Aisha Abbasi
Submitted By
Asfa Parveen
Department of Education
UNIVERSITY OF LUCKNOW
2020-2022
Ashutosh Shukla/M.Ed./University of lucknow Page 1

CERTIFICATE
This is to certify that this dissertation ‘A COMPARATIVE EVALUATION OF

PHYSICS TEXTBOOKS OF CLASS XTH OF CBSE & ICSE BOARD OF
EDUCATION ’ embodies the work carried out by Ashutosh Shukla himself under my
supervision and that it is worthy of consideration for the dissertation work of Master of
Education.
DATED: -
PLACE: - LUCKNOW (Dr. Aisha Abbasi)
Department of Education,
UNIVERSITY OF LUCKNOW , LUCKNOW.

ACKNOWLEDGEMENT
I gratefully acknowledge my debt to my supervisor Dr. Aisha Abbasi,
Department of Education , University of Lucknow, (U.P.) and Prof. Amita
Bajpai , for accepting to supervise my dissertation. Indeed, I could not have
found a better guide and supervisor for my work because Dr. Arpana Godbole
and Prof. Amita Bajpai possesses an uncanny understanding of the subject
matter I have handled in this dissertation. Their affection always were on me
right from the day they began guiding my work.
It is her (Dr. Arpana Godbole) help and encouragement coupled with her sharp,
passionate and intelligent guidance that enabled me to tread this thorny path
with ease and comfort. Whenever I called on her, she gave me time out of his
busy schedule and I march ahead, step by step, with tireless zeal and renewed
vigour.
I am obliged to Librarian and library staff of our department, for their help in
providing books and other materials during the work.
I am also thankful to Prof. Nupur Sen , Prof. Dinesh kumar ,Prof. Tripta
Trivedi , Head, Deptt. Of Education , University of Lucknow , Dr. Arun Kumar
, research scholars of our department – Paritosh Manjhi Sir , Archana Pal Mam
for their help and encouragements.
In the last but not the least I thank to all without naming then whom I used as
subjects of the study for their cooperation during the finalizing the dissertation.
(Asfa Parveen)

CONTENTS
Certificate
Acknowledgement
Chapter Content page
1 INTRODUCTION …………………………………………..
Introduction……………………………………………………
Textbooks in the world………………………………………..

Textbooks in India……………………………………………….
Textbooks improvement program……………………………….
Recommendations of education commissions………………………
o Brief of physics textbooks of CBSE & ICSE board………..
o Need of Study…………………………………………………
o Statement of the problem……………………………………….
o Objectives of the study…………………………………………
o Delimitations of the study…………………………………………
o Operational Definitions of the key terms………………………..
o Significance of the study………………………………………….
2 REVIEWS OF RELATED LITERATURE
3 METHODOLOGY
4 FINDINGS and CONCLUSIONS

Aims & Objectives of Physics teaching……………………….
Arrangements of the subject matter……………………………
Hardware (Physical appearance)……………………………….
Conclusions……………………………………………………….
5 DISCUSSION and SUGGESTIONS
Discussion / Suggestions………………………………….
Educational Implications…………………………………..
6 SUMMARY
BIBLIOGRAPHY
APPENDICES

LIST of TABLES
1. Table showing the frequency of fulfillment of selected objectives in the

chosen topics of CBSE & ICSE Board text book
2. Bargraph for the frequencies of fulfillment of selected objectives in both

books and their frequencies

CHAPTER – 1
INTRODUCTION

INTRODUCTION
A textbook is a book used for the study of a subject. People use a textbook to
learn facts and methods about a certain subject. Textbooks sometimes have questions to test
the knowledge and understanding of the learner.
A textbook is usually lent to students by a school to accompany a course the school is

teaching. Sometimes, especially at university, students have to buy the textbooks they need
themselves or borrow them from a library.
According to Buckingham (1960), the textbook in the modern sense is a learning

instrument usually employed in schools and colleges to support a program of instruction. As
Dave (1968) suggested, a textbook is usually designed for producing a variety of interactions
inside the class room and outside it, which ultimately result in to learning. Thus a textbook is
a powerful instrument for generating a variety of educative instructions.
Taneja (1972) indicated that a textbook is equally important for the teacher as it defines
and delimits the content of teaching. It helps in planning as well as conducting his program
for teaching. Stressing the importance of textbooks Brown (1978) has mentioned that there
is no substitute for the textbook. New developments like tape recorder and television play
only secondary part to the textbook as an aid to the teacher. Thus a textbook is one of the
most widely used instructional aids to establish communication between the student and the
teacher.
Textbooks are usually part of a pedagogical design, i.e. it can be the center piece of a course
syllabus, it can be used for self-study (students and professionals), teachers can assign just
parts for reading. According to use contexts, functions of a textbook are not the same. But we
do argue, that one can identify particular functional and structural questions related to
production, structure, function, use, etc. of textbooks.
Textbook should be considered to be good which is designed or written in accordance with

the aims and objectives of science teaching. Such books can provide various kinds of help to
the teacher and students. To design the syllabus of various subjects, committees are being set
up by authorities. Likewise, science syllabus is also designed by the committee set up in the
school or educational institution. Textbooks play an important role in supplementing or
enriching the science syllabus designed by various experts.

By making use of science text books, it becomes possible for the teacher to make students
understand fundamental concepts and principles of science easily and quickly. Not only this,
text books help in making this function in an effective manner.
TEXTBOOKS IN THE WORLD
Due to the education explosion in the modern age even the production of textbooks has been
increased. Out of fifty two crores or more volumes that are published in the world every year
about fifty percent are textbooks of various subjects. The number of textbooks in relation to
the number of subjects taught in each grade is still short in all the countries of Asia except
Japan. All the countries of the world prepare and produce their textbooks either through state
organizations or private publishers. In two-thirds of the countries of the world the production
of the textbooks is left to the private publishing 255 houses. In India, Pakistan, Soviet Union
and some parts of Africa, state publishing houses have been established. In USSR the school
curriculum is centralized. As reported by Tazkaff (1961) the soviet government has entrusted
the ministry of education with the task of providing textbooks to the students of all the
schools in which medium of instruction was Russoan. In France the publication of school
textbooks is with private publishing house. In Britain and USA, private publishers prepare
and produce textbooks. In Iran textbooks along with teachers guides are prepared by the
ministry of education and supplied free of cost to the students. In Pakistan, the textbook
publication has come under the control of government since 1961. All types of textbooks
whether in urdu or English are now produced by the provincial textbook boards. In India
most of the states have established textbook organizations for preparation and production of
school textbooks.
TEXTBOOKS IN INDIA
Before 1925, the selection and prescription of textbooks was purely an administrative
function exercised by the heads of the education departments of different states. In 1935, the
Central Advisory Board of Education (CABE) was established. Zaidi (1973) reported that the
CABE critically examined the various aspects of Indian Education through expert
committees. One such committee, appointed in 1943, commented that though excellent books
were produced in certain areas, on the whole the books available did not fulfill the
educational, technical or economical requirement of the country, it was also observed that
many times persons who were not experts in the subject were engaged by publishers to write
the books on small remuneration.

TEXTBOOKS IMPROVEMENT PROGRAM
The problem of improving school education began to receive attention soon after
independence. In our system of education textbooks play a major role, hence improvement of
the quality of the textbooks has been a major problem of the nation. As a first step towards
improving our textbooks the central Bureau of Textbook Research (CBTR) was established
during the first five year plan, the main objective of CBTR was to remove common defects in
the textbooks by undertaking research in textbooks and allied problems and by supplying its
findings to the states. Accordingly, the CBTR collected the information regarding the
procedures of textbooks, their ways of selection and publication. The CBTR published
various reports in (1958) on textbooks, in (1959) on textbook production in India, textbook
selection, production and distribution in India (1963) thus there was a systematic central level
effort to improve our textbooks started with the establishment of the CBTR in 1954.In 1961
CBTR merged with NCERT and was named as Department of Curriculum, Methods and
Textbooks (DCMT). The DCMT also undertook few studies like the study of effect of price
change on the quality of production and the comparative study of textbook illustrations. In
1966, the functions regarding textbooks were shifted first to Department of curriculum and
Education and then to the Department of Textbooks. However, the improvement of textbooks
has been one of the important areas of work in NCERT, various department of NCERT have
been engaged in the task of improving the quality of textbooks. The studies undertaken by
NCERT include surveys regarding nationalised textbooks in 1969-70, 1971, 1975-75', 1977-
78', 1978-79', 1979-80', 1980-81', 1982-83' and 1983-84.
According to New Education Policy set up by NCERT in 1986, certain syllabus were
prepared at national level (Central Level) and state government was expected to follow it. As
there was no hard and fast rule for state to follow but the syllabus was set with the idea that
all the different schools in different states of India will have certain common syllabus though
the production of textbooks was the job of state Board of school textbooks. Though there was
keen interest shown by the i authorities in the beginning of the textbooks improvement but as
per the Annual report, of 1974-75 of NCERT it was till 1968 only surveys were carried out to
know the status of textbook preparation, but no planned program of improving the quality
was though of.

Science as a subject at secondary level is in integrated form of the three different disciplines
of science: physics, biology and chemistry. Physics as a fundamental science deals with the
matter and energy in nature.
The word 'physics' comes from the Greek 'knowledge of nature,' and in general, the field aims
to analyze and understand the natural phenomena of the universe.
One thing that may come to mind when you think of physics is the many scientific laws,
which are statements describing phenomena that have been repeatedly tested and confirmed.
This is actually an important part of physics. Physicists perform and repeat experiments,
sometimes ad nauseam, to formulate these laws and explain how our universe works. These
laws (such as gravity and Newton's laws of motion) are so thoroughly tested that they are
accepted as 'truths,' and they can be used to help us predict how other things will behave.
Because physics explains natural phenomena in the universe, it's often considered to be the
most fundamental science. It provides a basis for all other sciences - without physics, you
couldn't have biology, chemistry, or anything else!
LANDMARKS IN THE FIELD OF SCIENCE EDUCATION
To develop science as a part of school curriculum at secondary level and as a discipline at

senior secondary level in schools, and later at college level, the government of India
appointed a number of commissions to work out the syllabus, infrastructure, evaluation
procedure, teaching aid, study material, qualification of teachers and other allied problem and
thereby recommend suggestions. A number of eminent educationalists worked on these
problems and their recommendations led to the science curriculum and established science as
a important subject at various levels of education. Some important commissions and their
recommendations have been discussed below:
University Education Commission / Dr Radhakrishnan Commission (1949) The

commission formed under the guidance of Dr. Radhakrishnan recommended for
improvement of libraries and laboratories for science teaching. It advocated science
curriculum to be relevant to the physical and social environment of the student. For higher
education, it recommended that the three-year degree course should have two optional
subjects as science and developing science education.
All India Seminar on Teaching of Science (1956)

The All India Seminar on the teaching of science held in Shimla Hills in 1956 dealt with
almost all the problems facing the inclusion of General Science as a core subject in Schools.
This seminar reflected in almost all the aspects concerning the teaching of science in schools.
It recommended the evaluation of draft syllabus of physics, chemistry and biology. It
examined the elementary science syllabus at primary and 5 middle school stage. It also
consider the various other aspects of teaching such as equipment, apparatus, methods of
examinations, teaching aids in science and other allied topics such as textbooks, science
clubs, museum etc. It was one of its kinds to recommend the acquisition of the ‘Scientific
Method’ and development of ‘Scientific attitude’ in the teaching of science at secondary
level.
Indian Parliamentary and Scientific Committee (1961)
This committee was set up under the Chairmanship of Late Shri Lal Bahadur Shastri in
August, 1961. The committee studied the problems of science education in school to explore
the relation between the policies and the courses offered in the schools. The committee
reported:
Shortage of qualified teaching staff.
Need for technically trained manpower.
Need for changing the process and aims of science.
Study the structure of school system and the required content of the subject. Bridging the gap
between what is taught and what should be taught at various levels of science education.
UNESCO Planning Mission (1963)
Experts of the UNESCO Planning Mission visited in 1963 and gave the following
recommendations on different issues of science education at secondary schools. It
recommended for:
Learning of science to be made compulsory in schools.
More time to be devoted to impart elementary knowledge of modern areas of science like
atomic physics, nuclear physics, solid state physics, electronics etc. More emphasis to be put
on the practical applications of science.

Activities to be involved in the teaching of science.
Physics be taught as a separate subject from class XI.
The Mission laid emphasis on the activity based and practical applicability teaching of
science at secondary school level.
Indian Education Commission (1964-1966)
It was established by the government of India on july14, 1964 headed by D.S.kothari. The
commission reported the inferior quality of science education and a dire need to upgrade the
school curriculum in science. The commission recommended that the methods of teaching
science should be modernized stressing the investigatory approach and the understanding of
the basic principles. There should be flexibility in the curriculum in order to cater the
individualistic need of the learners. An experimental approach to learning of science should
be stressed. Research in curriculum development, revision of the science textbooks and
teaching learning process to be given prominence.
It says about science education in secondary schools, “at secondary level , science as a
discipline of the mind and a perception for higher education deserves special emphasis on
lower secondary classes. Physics ,chemistry ,biology and earth science should taught as
compulsory subjects for all the pupils. Building on the introductory courses at the earlier
stage, they should taught as compulsory courses at the earlier phase, they should be made to
cover wider areas and go deeper into the content then before. The changing characteristics of
science should be major factor in curriculum development.”
Report of the education commission 1964 also recommends about the education of physics of
high school classes.
During the last few decades the conceptual framework of physics has undergone a drastic
change and this should be reflected in the high school physics curriculum.
Ishwarbhai Patel Committee (1977)
In June 1977, a Review Committee under the Chairmanship of Ishwarbhai . J. Patel was
appointed to examine the syllabus and textbooks recommended by the National Council of
Educational Research and Training (NCERT) for secondary schools. The syllabus and the
textbooks faced criticisms with respect to the scheme of examination, voluminous textbooks

and no place for work experience in the curriculum. The Committee recommended for
adequate time for experimentation, creative work and remedial instruction in science teaching
at secondary level.
National Policy on Education (1986)
It was felt that our delivery system was not able to meet the needs and aspirations of the
people. In this new policy, more emphasis has been placed on sound science education. It
recommended science curriculum laid more emphasis on the scientific method and attempt to
develop scientific attitude and scientific temper in students. Provision of science kits and
assistance for scientific equipment and funds to establish libraries in secondary schools were
the salient features of the scheme prepared for improvement of science education in schools.
National Curriculum Framework (2000)
The main emphasis of NCF (2000) on science education at secondary level was to encourage
the learners to work both individually as well as in peer groups. Critical, creative and
generative thinking has to be developed. Students need to be encouraged to explore their
skills of experimentation. Science education at secondary stage should 7 focus on
understanding of concepts and application in the areas of matter and its properties, energy,
relationship of various physical processes and its technological applications of principles of
science. Science teaching at secondary level should be an integrated approach, leading to the
application of science and technology in areas like health and nutrition, industry, agriculture,
animal husbandry and allied areas that would establish linkages of science to social
aspirations. The practical activities chosen should have relevance for future life through
acquisition of skills and values.
National Curriculum Framework (2005)
National Curriculum Framework (2005) specified that at secondary stage the students should
be engaged in learning science as a composite discipline, in working with hands and tools to
design more advanced technological modules than at the upper primary stage. Students need
to be involved in activities and analysis on issues surrounding environment and health.
Systematic experimentation as a tool to discover/ verify theoretical principles, the scientific
and technological literacy model of working on locally significant projects are to be
important part of the curriculum at this stage.

The recommendations of the various committees and commissions emphasize on teaching of
science as a process rather than a product aspect. It stresses on the need to incorporate
activities, observation and experimentation in teaching of science at secondary level. It
encourages an active approach to science, connecting science with the world around the child
rather than information based learning.
IMPORTANCE OF TEACHING PHYSICS AT SENIOR SECONDARY LEVEL
Physics gives the power to predict and design, to understand and to adventure into the
unknown. The natural phenomenon of lightning and thunder, the eclipse, the rainbow, the
mirage and many such phenomenon are part of our day to day life. Physics enables us to
answer the question ‘Why’ to all such phenomenon in nature. It helps to nourish the curiosity
about the world which makes human so sharply different from other beings in nature.
Physics as a part of science at senior secondary stage need to focus on: concepts, skills and
information. Concepts are related with the understanding of conceptual knowledge, skills are
related with the procedural part and information is the factual knowledge. Due emphasis is
on the concept understanding and skill development which enables the application part
possible. Physics is more of a functionary science. Enhancement of the scientific skills is
achievable with comprehension of concepts. Hence, the mastery of basic concepts of physics
at this stage is essential for better applicability in future learning.
The classroom teaching of physics at senior secondary level should take into consideration
the basic conceptual understanding of the content. The teacher needs to promote the process
skills and has immense scope of developing the problem solving in class, which ultimately
lead to enhancement in the application of the physics concepts in daily life. Physics as a part
of science has a number of abstract concepts. The students view physics as one of the
difficult subjects to study at all levels of schooling. Secondary stage is the transition stage,
the concepts developed at upper primary level need to be strengthened here, and a firm
foundation for the further learning in the subject is to be provided at this stage. Expose of the
learners to the different processes used in physics related industrial and technological
applications is indispensable. Teaching of physics at secondary level should focus on the
development of processskills, experimental, observational, manipulative, decision making
and investigatory skills in the learners. It should aim at promoting creative thinking in
learners and develop conceptual competence in the learners.

Learning of the concept is all about how the students perceive and understand the world in
relation to the concept. Physics learning involve mastering abstract principles, understanding
proofs, relating the facts, reasoning, acquiring methods, techniques and approaches.
Constructivist theory believes in the notion of continuous building and amending of previous
structures, or schemata, as new experience, actions and knowledge are assimilated and
accommodated. Learning involves inducting students into the modes of thinking to shift the
focus from regurgitation of factual information to understanding.
Physics concepts at the senior secondary stage is the beginning made to introduce science as
a discipline at higher secondary stage. Concepts, principles and laws are abstract and
interconnected as compared to the physics concepts at upper primary stage. NCF (2005)
specifies that at secondary stage concepts that are beyond the direct experience of the
students may occupy an important place in the science curriculum. Experimentation and
activities should be an important part of the curriculum at this stage. The students at this stage
if exposed to activities and participative learning can develop the critical ability to evaluate
the epistemological status of facts that they encounter. Teaching of physics at secondary stage
should thus excite, stimulate and motivate learners into doubting, questioning and
investigating the information provided. It should thus encourage the learners to think
independently and shape their conclusions rationally.
AIMS OF TEACHING PHYSICS AT SENIOR SECONDARY SCHOOL LEVEL
Senior secondary stage of school education is a stage of transition from integrated science to
general science. Physics teaching at secondary stage should enable the student to know their
surrounding better and help them to develop scientific attitude and scientific temper in them.
From the reports of various commissions and committee the aims and objectives of teaching
physics at various stages in India were recommended. The National Council of Educational
Research and Training (NCERT) have recommended the following aims for physics teaching
in schools.
To acquire the knowledge of terms, facts, concepts, definitions, fundamental laws, principles
and processes in the field of physics.

To develop an understanding of terms, facts, concepts, definitions, fundamental laws,
principles and process in the field of physics.
To apply the knowledge and understanding of physics in unfamiliar situations. To develop

skills related to the practical aspects of recording observations and interpreting the
observations.
To develop scientific attitude and scientific temper.
BRIEF OF PHYSICS TEXTBOOK OF CBSE & ICSE BOARD :-
The science book of class 10 contained Biology Chemist ry Physics Natural

resources
The CBSE Class 10 Physics Syllabus is as below:
Unit III: Natural Phenomena
Reflect ion of light by curved surfaces; Images formed by spherical mirrors,

cent re of curvature, principal axis, principal focus, focal lengt h, mirror formula
(Derivat ion not required), magnificat ion.
Refract ion; Laws of refract ion, refract ive index. Refract ion of light by t he
spherical lens; Image formed by spherical lenses; Lens formula (Derivat ion not
required);Magnificat ion power of a lens.
Refract ion of light t hrough a prism, dispersion of light , scattering of light ,

applicat ions in daily life.
Unit IV: Effects of Current
1. Effects Of Current: Electric current, potent ial difference and electric current.
Ohm’s law; Resist ance, Resist ivit y, Factors on which t he resist ance of a
conductor depends. Series combinat ion of resistors, parallel combinat ion of
resistors and it s applicat ions in daily life. Heat ing effect of electric current and
it s applicat ions in daily life. Electric power, Interrelat ion between P, V, I and
R.

2. Magnetic Effects Of Current: Magnet ic field, field lines, field due to a
current -carrying conductor, field due to current carrying coil or solenoid; Force
on current -carrying conductor, Fleming’s Left Hand Rule, Electric Motor,
Elect romagnet ic induct ion. Induced potent ial difference, Induced current.
Fleming’s Right Hand Rule.
The ICSE Class 10 Physics Syllabus is as below ( Selina Concise Physics

Textbook):
1. FORCE, WORK, POWER AND ENERGY
2. LIGHT
3. SOUND
4. ELECTRICITY AND MAGNETISM
5. HEAT
6. MODERN PHYSICS
At the secondary stage students should be engaged in learning science as a composite

discipline. Systematic experimentation as a tool to discover and verify theoretical principles
and the scientific and technological literacy model of working on logically significant
projects are to be important parts of the curriculum at this stage.

NEED OF STUDY
CBSE and ICSE follow t heir approach to teach t he next generat ion in a manner
what t hey t hink is right . Over t he past few years, bot h t he boards have changed
t heir st yle of t eaching. Bot h of t hem are trying to implement a t eaching
met hodology where student s learn t hrough experience and experiment at ion
inst ead of following rote learning.
In India, many parent s feel t hat t he CBSE Standard of Educat ion is not up to
t he level of what ICSE offers. CBSE board needs to improve t heir overall
teaching t echnique when compared to ICSE board. ICSE prefers det ailed st udy
and focuses more on English Lit erature and English Language. ICSE board
is considered to be more flexible in nature. However, both t he boards are
recognized by most of t he colleges and universit ies. St ill, CBSE curriculum has
failed to provide student s wit h t he academic freedom t hat their student s need.

STATEMENT
A COMPARATIVE EVALUATION OF
PHYSICS TEXTBOOKS OF CLASS
XTH OF CBSE & ICSE BOARD OF
EDUCATION

Objectives of the study
1. To study academic aspects of the textbooks with respect to:
A) Content
B) Organization
C) Presentation
D) Language
E) Illustration
2. To study the physical aspect of the textbooks with respect to :
A) Typographic complexity.
B) Design
C) Attraction
D) Nature of material used
E) Size
3. To evaluate the exercise at the end of each chapter.
4. To study the students and teachers opinion regarding the suitability of mathematics
textbooks understudy.

Delimitation of the study
The study is limited to the present physics textbooks for standard 10th in CBSE and ICSE
Board of Education. Other state board of education physics textbooks are not evaluated.
The study is delimited to the selected topics of physics from the four chapters: Light
Reflection and Refraction , The Human Eye and Colourful World, Electricity , Magnetic
Effects of Electric Current in the standard X CBSE Science & Technology textbook and
ICSE Concise Physics. The present study is also delimited to the standard X students of the
selected two English Medium Board of education for the academic year 2018-2019.
OPERATIONAL DEFINITION OF KEYTERMS

1)TEXTBOOK
A systematic organisation and preparation of selected and summarised instructional material

based on the prescribed syllabus keeping in view the needs and the interest of the students to
facilitate teaching and learning for the accomplishment of the desired goals of the subject for
a particular level or class (NCERT-1970) Here Physics textbook means physics textbooks
prepared by NCERT and other publishers implemented in standard 10, in 2018-2019 .
2) EVALUATION OF TEXTBOOKS
Evaluation is a process of determining the value of an attribute or a thing in relation to

predetermined objectives. Textbook evaluation therefore means finding out the
worthwhileness of a book as a teaching learning tool in relationship to the course of the study
and the objective of the course assigned to the age group.
3)PHYSICS
The word “physics” originated from the Greek word that means ‘Nature’. It thus points out to
the fact that physics is the branch of science that deals with the study of nature and natural
phenomenon. Some of the important definitions of physics quoted by Aman Rao (1998) are:
‘It is a branch of science that deals with that phenomenon’s which are related to matter and
energy’. ‘It represents an accumulative and systematic learning of the natural phenomenon
related with matter and energy’.

‘It is a systematized accumulation of knowledge about matter through a scientific method of
inquiry based on some scientific related values and attitudes’.
4) ICSE BOARD OF EDUCATION:-.
In 1952, an All India Certificate Examinations Conference was held under the Chairmanship
of Maulana Abul Kalam Azad, Minister for Education. The main purpose of the Conference
was to consider the replacement of the overseas Cambridge School Certificate Examination
by an All India Examination. This set the agenda for the establishment of the Council.
In October 1956 at the meeting of the Inter-State Board for Anglo-Indian Education, a
proposal was adopted for the setting up of an Indian Council to administer the University of
Cambridge, Local Examinations Syndicate's Examination in India and, to advise the
Syndicate on the best way to adapt its examination to the needs of the country. The inaugural
meeting of the Council was held on 3rd November, 1958.
In December 1967, the Council was registered as a Society under the Societies Registration
Act, 1860.
In 1973, the Council was listed in the Delhi School Education Act 1973, as a body
conducting "public" examinations.
The Council has been so constituted as to secure suitable representation of: Government of
India, State Governments/Union Territories in which there are Schools affiliated to the
Council, the Inter-State Board for Anglo-Indian Education, the Association of Indian
Universities, the Association of Heads of Anglo-Indian Schools, the Indian Public Schools’
Conference, the Association of Schools for the ISC Examination and members co-opted by
the Executive Committee of the Council.
*THE ICSE CLASS X
The Indian Certificate of Secondary Education has been designed to provide an examination
in a course of general education, in accordance with the recommendations of the New
Education Policy 1986, through the medium of English. Private candidates are not permitted
to appear for this examination.
5) CBSE BOARD OF EDUCATION
The Central Board of Secondary Education (CBSE) is a national level board of education
in India for public and private schools, controlled and managed by Union Government of
India. CBSE has asked all schools affiliated to follow only NCERT curriculum There are

approximately 20,299 schools in India and 220 schools in 28 foreign countries affiliated to
the CBSE.
*History
The first education board to be set up in India was the Uttar Pradesh Board of High School
and Intermediate Education in 1921, which was under jurisdiction of Rajputana, Central India
and Gwalior. In 1929, the government of India set up a joint Board named "Board of High
School and Intermediate Education, Rajputana". This included Ajmer, Merwara, Central
India and Gwalior. Later it was confined to Ajmer, Bhopal and Vindhya Pradesh. In 1952, it
became the "Central Board of Secondary Education".
*Affiliations
CBSE affiliates all Kendriya Vidyalayas, all Jawahar Navodaya Vidyalayas, private
schools and most of the schools approved by central government of India.
*Examinations
CBSE conducts the final examinations for Class 10 and Class 12 every year in the month of
March. The results are announced by the end of May.[4] The board earlier conducted
the AIEEE Examination for admission to undergraduate courses in engineering and
architecture in colleges across India. However the AIEEE exam was merged with the IIT
Joint – Entrance Exam (JEE) in 2013. The common examination is now called JEE (Main)
and is henceforth conducted National Testing Agency.
CBSE also conducts AIPMT (All India Pre Medical Test) for admission to major medical
colleges in India. In 2014, the conduct of the National Eligibility Test for grant of junior
research fellowship and eligibility for assistant professor in institutions of higher learning was
outsourced to CBSE. Apart from these tests, CBSE also conducts the Central Teacher
Eligibility Test and the Class X optional proficiency test With the addition of NET in 2014,
the CBSE has become the largest exam conducting body in the world.
On 10 November 2017, the Union Cabinet chaired by Prime Minister Narendra Modi, cleared
a proposal for creation of a National Testing Agency (NTA) serving as the premier
autonomous body for conducting entrance examinations in the country. Beginning in 2018
various exams previously conducted by the CBSE were transferred to the NTA

including National Eligibility cum Entrance Test (Undergraduate), Joint Entrance
Examination – Main, National Eligibility Test, Central Universities Common Entrance
Test and others.

SIGNIFICANCE of THE STUDY
The study will meet the basic differences between the content materials provided in the books
of the same subject, at the same level of education of two different Board of education. This
study will help in comparing the different aspects of both books. It will aid in knowing to
what extent they are fulfilling the aim of physics education. It will also help in finding ways
of developing and modifying the content materials of both books. This it will also helps us in
knowing if there are any shortcomings in any of the textbooks and will help in suggesting
methods for their removal also.
After this analysis we will be able to know that
* the physical and academic aspects, of the textbooks of both educational boards
* the textbook cover all the topics suggested in the syllabus prescribed by CBSE and ICSE
* which textbook provide adequate content ?
* Do the textbooks cater to the needs of the teachers and students ?
* Do the textbook provide appropriate exercises to help the learner to learn and teachers to
teach ?

CHAPTER – 2
REVIEWS OF RELATED
LITERATURE

REVIEW OF THE RELATED LITERATURE
To keeping in mind the above developed framework of the study an detailed search was
carried out among the numerous researches carried out in the field of comparative evaluation
of textbooks. Number of research studies were available in India and globally. Among 260
these studies in India and world the investigator has chosen only those studies which were
related one way or other to the present studies. Recommendations made by UNESCO at
international level and by NCERT at national level have helped a lot to the textbook research
workers. The investigator also took the help of these two in many ways at different levels.
Most of the studies being at Ph.D. level were found to be complete in many respects, as they
treated only some specific aspects of the textbook such as content, physical aspect, end-of-
chapter exercises etc. Most of the studies were carried out for the existing textbooks or a
comparative study with previous textbooks.
As discussed in chapter-1, apart from NCERT's recommendations the following reviewed

studies were of great use to the investigator. To analyse the academic content studies such as
Walwalkar (1971), Joshi (1972), Gopalkrishnan(1977) Lalithamma (1981), Roy (1986)
Menon (1986) for questioning status of technical terms and illustrations. For physical aspects
studies by Singh (1984), Hartley (1990) for analysing end-of-chapter exercises along with
Bloom's texonomy of educational objectives. Studies by Vaghamare (1971) Even to study the
students and teachers opinion and to carry out over all evaluation the above studies were -
very useful.
The review of the related literature involves the systematic identification, location and
analysis of documents containing information related to the research problem (Gay, 1992)
A literature is a collective body of works done by earlier researchers. it refers to the

knowledge of a particular area of Investigation of a discipline, which includes theoretical
practical and its research studies.
The term review means to organise the knowledge in a specific area of research. It shows the
importance of the present study is an addition to the field.
According to W. R. Brog
The literature in any field forms the foundation upon which all the feature works will be built.
if we fail to give the foundation of knowledge provided by review of literature our work is

likely to be shallow and naive and will often duplicate work that has already been done better
than someone else.
A research can never be undertaken in isolation of the work that has already been done on the
problems that are directly or indirectly related to a study proposed by a researcher. A good
review of the research, journals, books, dissertation, theses and other sources of information
on the problem to be investigated in one of the important steps in the planning of a research
study.
The review of literature is essential to following reasons:-
* Analysis of the Literature gives the researchers an indication of the direction for the present
study.
* A review of the Literature helps the researchers in avoiding any duplication of work done
earlier.
* Which helps in identifying variables that are relevant for researcher. A research may be
helpful in selecting the conceptually and practically important variables for the study.
* it helps the researcher up to date his information about the literature related to his own
problem already done by others.
* review of related literature helps in finding meaning and relationships among variables.
thus it helps in formulating hypothesis. it also provides the rationale for the study.
The reviews selected for the present study are as given in this chapter. These reviews can be
broadly classified as:
*International Studies
*National Studies
*Dissertation done by M.Ed. students at University of Lucknow
International studies
Li, Jianhua (2001), in his study title a comparative study of US and Chinese Elementary
Mathematics textbook teachers guides examine the guidance to the teaching and learning of
whole number multiplication in two mathematics teachers guides from the US and China.

The Central question is how much mathematical and pedagogical knowledge and assistance
these teachers guides provides for teachers. The finding shows that there are major
differences between the two groups regarding the explanation of the content found in the
student text. No in-depth discussion of the student text are given anywhere in the Chinese
guide. In contrast for the Us guide the role of main topics is illustrated, rationales are offered
and the major pedagogical approaches of the student text are analysed. Emphasis is put on
establishing a conceptual understanding of the topics in the student text. the study also
examined an innovative US series - Everyday Mathematics (EM). The findings show that the
EM guide provides useful general pedagogical and mathematical knowledge and
mathematical knowledge that covers the whole series. For each lesson the detailed directions
for the developmental parts are very well written. The study also explores the reason why
more generally teacher guides in the United States and China are written in the way they are.
Lovorn, Michael Glen (2003), did a research titled US History textbook comprehensiveness:
A study of how current textbooks meet the standards of Tennessee, California, Texas, New
York and Georgia. The purpose of this study was to qualitatively analyze the extent to which
each of the four basal 2001-2002 editions of secondary school US history textbooks
addresses the US History standards approved by the state of Tennessee Board of education
and then to draw qualitative comparisons between those analysis and the secondary social
studies curriculum standards of Georgia, Texas, New York and California. The study
revealed that the four basal US. History textbooks on the Tennessee adoption test for the
2002 approval cycle were all found by means of line counts to be comprehensive in their
coverage of the performance indicators outlined in the Tennessee Social Studies curriculum
standards for secondary US History. The study also revealed that textbook publishes rely
heavily on the standards of California New York and Texas for the format of their products.
Recommendations are made for further research on teaching practices of secondary school
US History. Teachers in the state of Tennessee as they apply to the use of textbooks as the
primary source of curricular information written within the classroom.
Jones, Dustin L (2004) , In his topic Probability in middle grades mathematical textbooks:
An examination of historical trends analyzed probability content within middle grades (6,7,8)
mathematics textbooks from historical prospective as measured by the extent and nature of
the treatment if probability and structure of probability lessons. A framework for analysing
textbooks was developed using existing research in order to detect trends in the treatments of
the probability than series from previous eras. The two series that contained larger

proportions of tasks learning higher levels of cognitive demand simultaneously addressed
multiple learning expectations in a coherent manner and thus served as models for the
development of future curriculum.
Boudrcnu, Mary Catherine (2004), did a qualitative case study titled Images and messages
internalized by third graders comparing two formats of Beauty and Beast and Pocahontas.
The purpose of the study was to discover what images and messages children internalize from
both video and trade book versions of two selections from children’s literature, Beauty and
the Beast and Pocahontas. The research questions were Do they contain differences in
treatment of plot, do children perceive the differences and retain the perceptions and do the
children internalize the negative messages and images. The researcher completed a content
analysis of the videos and their respective trade book versions. Data collection was
accomplished using reflective journals, written responses and questionnaires. The research
determined from the data that differences do exist, the children do perceive. The differences
and negative images and messages were well internalized by the children. The researcher’s
conclusion supports the recommendation to educators that students should not use, the
animated version in isolation if stereotypes inaccurate historical information, and
trivialization of plot are to be avoided. It was also concluded that the students internalized
images and messages from the video versions to a greater degree than from the book
versions.
Goins, Sheida Lewis (2004) in his topic Botany in children's literature: A content analysis
afplant centered children ’1 picture books that have a plot and characters. The eontent-
analysis study examined 36 plant centered children’s science picture books that have a plot
and character published form 1950. These books were analyzed along with the range and
frequency of the National Science Education standards. The science graphics, artistic
innovations and story plot of these books were so examined with regard to plant science,
graphics; books were identified as presenting some type of science graphics beyond simple
illusu'ations. The findings relative to the story plot and characters revealed that the majority
of the story plots involved a problem followed by a situation rather than merely a series of
events.
Ridenour, Widman and Shannon, Lynn (2004), did a research named A comparative study
of indigenous content of multicuInJral teacher education text books in Canada and the United

State: to better understand the manner in which teachers are edumted in multicultural teacher
education courses in Canada and United States. This study was guided by following two
research questions (1) how are teacher education textbooks in Canada and US addressing
issues of diversity as they pertain to cultural commonalties in indigenous populations? and
(2) what is any art the variations in content that addresses indigenous groups in text book
within Canada and US ? this study was a qualitative content analysis focusing on
multicultural teacher education textbooks from Canada and US that has been used in
education courses. the study also looked at how these issues were addressed similarly and
differently with each country and between the two countries the main findings were: the
focus of the most currently published Canadian textbooks was on indigenous education and
to a lesser extent indigenous history and culture. the focus of the most currently published US
textbooks was on inland education, both countries text books focus on education. Canada's
however focus on inland culture as well inland education discussion in both the Canadian and
United States textbooks listed two main problems: cultural conflict between home and school
cultures education's lack of relevance of inland home life.
Colbert, Lewis (2005), in his dissertation titled, An analysis of the presentation of women in
five High School world history textbooks examine five High School world history text book
for the presentation of women in four major world history themes, ancient Greece, the Roman
and Bejzantine Empire, ancient Egypt, the fertile crescent and Mesopotamian Civilization.
This study employed both qualitative and quantitative research methods through the use of
content analysis. The analysis of the five world history textbooks revealed that in numbers,
the men received more representation than women statistically when it comes to there
presentation in sentences and illustrations. This study represents the addition of world history
to demonstrate that I content analysis of textbooks represents one of many examples of
critical pedagogy. Furthermore the results of this study would seem to support the arguments
of educators calling for the inclusion of diverse perspectives in the teaching of history
through critical pedagogy. Until teachers, publishes, and students all work together for a more
inclusive world history curriculum, the history will continue to exist as a subject that covers
men.
National Studies
Walavalkar, Y.N. (1971), did a research which was titled A critical Evaluation of
Mathematics Tex! books for standard II, III and IV .The main objectives of the study were (i)

To find out errors if any in the Mathematics textbooks prescribed by standards II, III, IV and
(ii) To examine the suitability of these textbooks for the level of understanding of the pupils.
The books in Maharashtra were carefully read and the contents analyzed, in detail. Based on
the analysis different tools for data collection were constructed. Tools used were a
questionnaire for teachers, a questionnaire for parents and a set of achievements tests for
pupils of standard 111 and IV. These data were augmented with the data obtained through
personal discussions held with the concerned teachers in various schools. The major findings
and conclusions of the study were (i) The textbooks were in general suited to the capacity of
the pupils (ii) The text material was related to the day to day life of the pupils (iii) The text
material was appropriate for creating pupils interest in mathematics (iv) There were a number
of minor fault in the textbook, which need to be rectified (v) There was need to re-sequence
some of the topics (vi) It was necessary to provide an answer key for all the exercises given
In th textbooks.
Joshi, N.C. (1972), did a research titled Content analysts of General Science Textbook for
standard IV. The objectives of the study were (i) To examine whether the content of the
textbook were suitable to the age and understanding levels of the pupils (ii) To study the
suitability of the explanations and illustrations provided in the textbook, and (iii) To ascertain
whether the language and vocabulary used in the textbook were appropriate. The study was
carried out adopting the technique of content analysis. The investigations used an information
unit as basic unit for content analysis. Information’s unit was defined as an independent piece
of information that was meaningful even when separated from its content. The total number
of information units in 20 lessons was 733. The implied objective of science teaching for
each information unit was noted in times of knowledge, understanding, application, skill and
appreciation. The frequency of occurrence of these objectives in the textbook as a whole was
calculated. The major findings of the investigations were(i) The content of the textbook
except in one lesson were suitable to the age of pupils (ii) There were a few grammatical
errors but the content was free from factual errors (iii) The sequence of presentation of
information units was quite proper (iv) Weightages given to the objectives of developing
scientific skills and appreciation of science needed to be increased and weightage of the
knowledge objective reduced proportionality.(v) There was a need to increase colour pictures
in the textbook; some of the pictorial illustrations were not accompanied by defnite
description and instruction regarding what to look for.

Roy, S.C. (1975), did a research which was titled Evolution of Bengali Textbooks ” The
evolution ofBengali Textbooks. The objectives of the study were (i) To trace the evolution of
Bengali grammar and textbooks (ii) To make a comparative analysis of five common Bengali
Text books of last 150 years, beginning with Iswar Chandra Vidyasagar’s ‘Bamaparichay’
and ending with Rabindranath Tagore’s ‘Sahajpath’. The study was mainly descriptive,
library research of different grammars and textbooks of Bengali, past and present primary
sources were analyzed for making inferences. The study was divided into two main streams,
Bengali grammar and Bengali textbooks. The major findings were (i) Two distinct phases of
development of textbooks were found (a) 1820-50, the period of school book society with
emphases on spelling and grammar at the cost of literacy comparison and (b) 1851-84: the
period of children’s literature beginning with Madam Mohan Sishushiksha and reaching the
quality of excellence in Rabindranath Tagore’s Sanjpath.
Krishan. K. (1988). In his study A critical comparative study of the secondary school
science curricula of Kerela and TamilNadu compared the science curricula of the two states.
The objectives of the study were (1) To develop comprehensive evaluative criteria for
assessing the secondary school curricula of the state: of Kerala and Tamilnadu and to
compare them in terms of developed criteria. The five dimensions of the evaluative criteria
were. The five dimensions of the -development. Pedagogical curricula, conceptual
disciplinary and methodological instructional. The assessment and comparison of the
curricula were done on the basis of specialists rating. The results were found moderately
satisfactory with respect to all dimensions except methodological instructional. The science
curricula of the to states did not satisfy most of the criteria prescribed for both traditional and
modern science curricula. The two curricula did not give adequate Importance to self-study or
practical work. they were found to be two rigid to provide for meaningful experiences outside
the classroom.
Bhatia, K. L. (I987). In his research An evaluation of Sindhi textbook for standard VIII to X
prescribed In secondary schools of Maharastra State assessed objectively the external and
internal characteristics of the Sindhi Textbooks. He suggested improvements in textbooks

preparation based on data collection through analysis sheets, questionnaire scorecard and
Interviews schedule. The study employed descriptive research design and the method of
purposive random sampling was used for the selection of the same. The data were collected
through (i) Documentary analysis with analysis sheets(ii) Opinion analysis of teaches through
questionnaire (iv) Visits to Maharashtra State Bureau of textbook production and curriculum.
All the tools were developed by the author. The finding of the study were that the content
selected for the text books was appropriate in achieving the educational goals, sometimes
difficult words were neglected, the number of poem was more than the prose, [11 content did
not contain of variety of literature and the outer appearance of the books was not up to the
standards.
Mohpatra, RC. (1990) , did a research that was named A critical appraisal of the secondary
school mathematics curriculum of Orrisa. The objectives of the study were to analyze the
objective of teaching mathematics at the secondary school level and to compare the
curriculum with the curriculum of C.B.S.E., the NCERT and the I.C.S.E.. Some teachers and
students were taken as the sample. A questionnaire was used. The collected data were treated
with calculation of percentage of teachers and students opinions on different aspects of the
mathematics curriculum. The major findings of the results were that the textbooks did not
contain the objectives in clear terms and most of the teachers as well as students did not
appreciate the physical aspects of the mathematics textbooks.
Raj, G. (1990), in his research A study of peace concepts in the higher secondary textbook of
Tamilnadu studies the peace concepts in Textbooks so as to give suggestions for promoting
education of peace. The study aimed at finding the distribution of peace concepts in higher
secondary textbooks. English, Tamil, History, Economics and Commerce textbooks were
taken. Approximately 90 peace concepts were enumerated after studying the definitions of
peace. Experts’ opinion was asked on these concepts. Mean, SD. and ‘t’ tests were used to
analyze the data apart from qualitative analysis. The major findings of the research were that
among the four forms of concept of peace. The societal concepts had larger distribution at
higher secondary level. Another finding was that the distribution of peace concept: was
greater In history textbooks and less in commerce textbooks.

Masih, Ayaz (1991), in his study A study of attitude towards science, understanding the
nature of science and concept attainment In science of middle school student: in Madhya
Pradesh computed the effects of the Hoshangabad Science teaching project (HSTP) and the
NCERT (adopted) curriculum on class VIII students and evaluated the HSTP and NCERT
curricula on the basis of three criteria viz attitude towards science, understanding the nature
of science and concept attainment. This way a survey based research in which the tools used
to collect data were: adopted version of DJ. Fraser’s science related Attitude Test (TOSRA),
Hindi adoption of Klopfer. carrier and Gris Test of understanding science test of concept
attainment in science developed by the investigators and Jalota’s Group test of mental ability.
He found that the HSTP students performed better than the NCERT curriculum and both
groups lacked a sound understanding of nature of science.
University Dissertations done in of Lucknow
Singh, Akhilesh Pratap (2003), did a study named A study of the values inherent in the
textbook: of Hindi and Social Science prescribed by ‘Basic Shiksha Parishad’, Uttar Pradesh
for class VI. The main pmpose of the study was to investigate the textbooks of Hindi
Language and Social Science prescribed by Basic Shiksha Parishad, Uttar Pradesh for class
VI from the point of view of values inherent in them. The technique of content analysis was
used to analyze the textbooks. The result of the analysis showed that the emphasis given to
the identified valued in textbooks is not of significant and desirable level. A very rare and
scanty attention has been given to the content in terms of their value laden. The worst and the
most deplorable condition from the point of view of content reflecting the six identified value
was that of the book ‘Hamara Bhumandal’.
Mandal, Anupama (2004), in her dissertation A study of variations in English and versions
of IGNOU study materials prescribed for B.Ed. programme studied the variations in
translation of IGNOU study materials of both English and Hindi version in ES-332
psychology of Development and learning of block 1, 2, 3 and 4 understanding the
development of a learner, understanding the learners as a unique process facilitating learning
and development respectively. Method adopted for the study was content analysis. The result
revealed that there were some variations in contextual meaning in English and Hindi versions

of the books. Some matter presented in English was totally absent in the Hindi version.
English version itself was not also complete and there was a fell need to make the corrections
in the Hindi version.
Prakash, Satya (2004), did a dissertation titled A study of values inherent in the Hindi and
Social-science Textbooks prescribed by Central Board of Secondary Education. The
objectives of the study were (i) To list the important values in today’s perspective for
students of class X with the help of teachers, educationists, parents and senior citizens (ii) To
find the frequency and direction of the identified values in the social science text books of
class X (iii) To find the frequency and direction of the identified values in the Hindi
Textbooks (iv) To give suggestions for the improvement of textbook of social-science and
Hindi of class X of Central Board of Secondary Education on the basis of the result found by
the present study. The major results found by the study were in total 45 chapters. The
frequency of values was 275, which was not a very good sign.The democratic feeling was
reflected the most in the books. On comparing it was seen that per chapter most values were
covered in the book ' MADHU SANCHAY ' . and the book which least covered the values
was ' Samkaaleen Bharat'
Bajaj, Aprajita (2005), in her dissertation named A study of life skills inherent in the
textbooks of higher secondary stage look for the life skills in the textbooks of higher
secondary stage. Method of content analysis was used in the study. The objectives of the
study were- 1. to identify the useful life skills for the students of Higher Secondary School, 2.
to analyse the Hindi and English textbooks with reference to life skills, 3. to give suggestions
regarding life skills in textbooks. The major results found in the study were that the status of
life skills in the textbooks was of satisfactory level and life skills were reflected more in
Hindi text book than the english textbooks.
Kant, Shraddha (2005), did a research named content analysis of text books of class 5th
prescribed by Basic Shiksha Parishad, Uttar Pradesh with reference to specified objectives. In
her study the objectives of study were , 1. identify the important objectives of education for
student of class 5 as per Basic Shiksha Parishad, Uttar Pradesh 2. to analyse the textbooks of
English and social science of class 5th with reference the objectives of Basic Shiksha
Parishad Uttar Pradesh, 3. To ind the extent to which the content material of English and
Social Science covers the objectives of Education as prescribed by Basic Shiksha Parishad

Uttar Pmdesh. The technique of content analysis was used in the study. The result of the
study told that the English book was capable of fulfilling the requirements of objectives as set
by basic Shiksha Parishad Uttar Pradesh. The social science book covered 24 objectives out
of the 42 objectives and it needed some improvements but the textbook was successful in
providing factual and theoretical knowledge to the students. From the review of the studies it
has been found out that content analysis has been used as a methodology to fulfill various
objectives like comparing textbooks of various countries on a subject, comparison of
different editions of the same subject textbook, study of certain topics of a subject in the
textbooks published over the years. The studies were also done on the manner of
representation of images and individuals. Content analysis has also been done of textbooks,
studying its various characteristics, where as in the present study the researcher is trying to
compare the textbooks of the subject Physics used by class X students in two boards, I.C.S.E.
Board of education and C.B.S.E. Board of education.

CHAPTER – 3
METHODOLOGY

METHODOLOGY
Content Analysis:
Content analysis is a research method used to identify patterns in recorded communication.

To conduct content analysis, we systematically collect-data from a set of texts, which can be
written, oral, or visual:
Books, newspapers and magazines
Speeches and interviews
Web content and social media posts
Photographs and films
Content analysis can be both quantitative (focused on counting and measuring)

and qualitative (focused on interpreting and understanding). In both types, you categorize or
“code” words, themes, and concepts within the texts and then analyze the results.
Content analysis that is also known as document analysis is a method of systematic

examination of communications or of current records or documents. In the context of
communication research Berelson (1952) remarks that: Content Analysis is a research
technique for the objective, Systematic and quantitative description the manifest content of
communication.
Ole Hosti (1969) offers and broad definition of content analysis as any technique for making
inferences by objectively and systematically identifying specified characteristics of messages.
So the content analysis is a method for summarizing every form of content by counting
various aspects of the content. Content analysis is the reduction of data into categories. It is a
research tool to used to determine the presence of certain words or concepts within the texts
or set of texts. Researchers quantified analyse the presence, meaning and relationship of such
words and concepts and then make inference about the message within the text, writers the
audience and even the culture and time of which these are a part.
The content to be analysed can be in any form in the beginning, but it is often converted into
written words before it is analysed, but it is often converted into written words before it is

analyzed. The original source can be printed Publications, broadcast programs, other records,
the internet or live situations.
The various forms of content can be given as:-
Print media : newspaper items, magazine articles, books, catalogues.
Other readings : web pages, advertisements, billboards, posters.
Broadcast media : radio programs, news items, TV programs.
Live situations : speeches, interviews, prays, concerts.
Observations : gestures, rooms, products in shops.
Types of content analysis: There are two types of content analysis
Conceptual analysis: In conceptual analysis a concept is chosen for examination and the
analysis involves quantifying and tallying its presence. It is also known as thematic analysis.
The focus here is on looking at the occurrence of selected items within a text or texts
although the terms may be implicit as well as explicit.
Relational analysis: Relational analysis begins with the act of identifying concepts present in
a given text or set of texts. However relational analysis seeks to go beyond presence by
exploring the relationship between the concepts identified. It is also termed, as Semantic
Analysis. The focus of relational analysis is to look for semantic or meaningful relationship.
Uses of content analysis:
The following major purposes are served by document or content analysis:
*To describe prevailing practices or conditions.
*To discover the relative importance of or interest in certain topics or problems. *To discover
the level of difficulty of presentation in textbooks or in other publications.
*To evaluate bias, prejudice, or propaganda in textbook presentation.
*To analysis types of errors in students work.

*To analyze the use of symbols representing persons, political parties or institutions,
countries or points of view.
* To identify the literally style, concepts, or beliefs of a writer.
*To explain the possible causal factors related to some outcome, action or event.
Steps in Content Analysis:
There are different ways or methods of content analysis Berelson’s (1954), method of content
analysis may be presented under the three heads given below.
1. Definition and categorization of Universe:
The first step in Berelson’s method is to define the universe of content that is to be analyzed
categorization of universe directly spells out the main variables of the hypothesis and reflects
the theory and problem of the study.
2. Units of Analysis:
Unit of analysis refers the measure in terms of which the content analysis can be carried out.
Berelson lists five major units of analysis “Words, themes, characters, items and space-and
~time measures the word in the smallest unit although sometimes letters are also used as unit
of analysis. The theme is another unit of analysis, which is often expressed as sentence or
proposition. Item refers to a whole production made by subject towards a given stimulus
according to Berelson, character and time and space limits are not important for behavioural
researches. The character unit is commonly realized by those who do research in the filled of
literature. The time and space unit refers to the actual physical measurement of the main
content which can be number of books etc.
3. Quantification: All materials are potentially quantifiable. It refers to be process of

assigning numerals to the objects of the content analysis. This process can be completed in
any of the three ways namely nominal measurement, ordinal measurement and rating. In
nominal measurement each object after being assigned to a proper category is counted. Such
measurement is commonly applied to those situations where the number of objects is large.

Ordinal measurement consists of ranking of objects done by subjects according to some fixed
criterion. Ranking is another form of quantification, which resembles the second form. The
whole reproduction or the object may be rated on several dimensions.
Content Analysis was used for the purpose. The following steps were followed in the process
of content analysis:
Step l: Deciding the ‘Categories of Analysis'-The objectives that were selected were
considered as ‘Categories of Analysis’ for comparing the physics textbook of class X of
C.B.S.E. & I.C.S.E. Board. Each category of analysis was given a particular number as
written before each objective.
Step 2: Coding of the content: Each topic mentioned in the list was thoroughly looked for its
occurrence in both the books. Wherever any category of analysis was found or any objective
was fulfilled, that portion was underlined and the serial number of that objective was written
there.
In this way the content of all the topics was coded.

FINDINGS
&
CONCLUSIONS

AIMS & OBJECTIVE OF PHYSICS TEACHING
Physics education has become an integral part of college education. The quality of physics
teaching is to be developed considerably so as to achieve its purposes and objectives to
understand basic principles, to develop problem solving analytical skills and ability to apply
them. The physics teaching must be effective and innovative and beneficial to pupils.
Specifically the study addressed the following objectives:
1. To examine the perception of students towards the physics teaching.
2. To identify the problems of students related to physics teaching.
3. To suggest ways and means to improve the teaching of physics subject.
4. To make students interested in physics.
5. To familiarizes the students with the important role played in physics in their daily life.
6. To develop in students a scientific culture
7. To provide a training to students in methods of science.
8. To emphasize upon students the role of physics on social behavior.
9. To prepare students for those vocations which require a sound knowledge of physics.
10. To increase understanding to such a level that he can understand various concept and
theories.

ARRANGEMENTS of THE SUBJECTS
MAJOR DIFFERENCES BETWEEN SYLLABUS OF ICSE & CBSE

BOARD OF EDUCATION:-
Medium of instruction :- CBSE approves both English and Hindi language as
the medium of instructions, ICSE does not recommend Hindi.
Curriculum/ Course content :- The syllabus prepared by CBSE is more

suitable for qualifying in various entrance examinations, including the medical and
engineering professional exams. The syllabus of ICSE is more detailed and requires
the student to remember a lot. CBSE is comparatively easier than ICSE. Both CBSE
and ICSE (CISCE) have a slightly different focus in terms of course content. CBSE is
extremely focused on science and maths with a lot of attention paid to the application
of knowledge. CISCE (ICSE) on the other hand is more balanced with equal focus on
language, arts and science.
CBSE Class 10 Syllabus For Science 2020: Students who are preparing for the CBSE
Class 10 board must be aware of CBSE Class 10 Syllabus for Science. The Central Board Of
Secondary Education (CBSE) designs the academic CBSE Class 10 Syllabus for all subjects.
Having a detailed knowledge of the CBSE 10th Class Science Syllabus will ensure students
cover the entire syllabus without skipping any chapter or concepts. The CBSE board book
NCERT contained all three parts ie.- Chemistery, Physics, Biology and Natural Science.
DETAILED SYLLABUS OF SCIENCE:

The CBSE Class 10 Physics Syllabus is as below:
Unit III: Natural Phenomena
Reflection of light by curved surfaces; Images formed by spherical mirrors, centre of

curvature, principal axis, principal focus, focal length, mirror formula (Derivation not
required), magnification.
Refraction; Laws of refraction, refractive index. Refraction of light by the spherical lens;
Image formed by spherical lenses; Lens formula (Derivation not required); Magnification.
Power of a lens.

Refraction of light through a prism, dispersion of light, scattering of light, applications in
daily life.
Unit IV: Effects of Current
Effects Of Current: Electric current, potential difference and electric current. Ohm’s law;
Resistance, Resistivity, Factors on which the resistance of a conductor depends. Series
combination of resistors, parallel combination of resistors and its applications in daily life.
Heating effect of electric current and its applications in daily life. Electric power,
Interrelation between P, V, I and R.
Magnetic Effects Of Current: Magnetic field, field lines, field due to a current-carrying
conductor, field due to current carrying coil or solenoid; Force on current-carrying conductor,
Fleming’s Left Hand Rule, Electric Motor, Electromagnetic induction. Induced potential
difference, Induced current. Fleming’s Right Hand Rule.
The CBSE board examination will be conducted for 80 marks and the remaining 20 marks
are for Internal Assessment. Let us now look at the chapters and concepts under each unit of
CBSE Class 10 Syllabus for Science.
The latest ICSE Class 10 Physics Syllabus along with all the subtopics is given in the
table mentioned below.
ICSE Class 10 Physics Syllabus
1.Force, Work, Power and Energy
Moment of a force, Turning forces concept, Centre of gravity, Forces in equilibrium
Uniform circular motion
Relations between work, energy, power
Different types of energy
Machines
Principle of Conservation of energy

2.Light
Refraction of light
Total internal reflection, Critical angle, Applications
Lenses (converging and diverging), Types of lenses
Using a triangular prism to produce a visible spectrum from white light, Electromagnetic
spectrum
3.Sound
Reflection of Sound Waves
Natural vibrations, Damped vibrations, Force vibrations and Resonance
Loudness, pitch & quality of sound
4.Electricity and Magnetism
Ohm’s Law, concepts of emf, potential difference, resistance
Electrical power and energy
Household circuits
Magnetic effect of a current, electromagnetic induction
5.Heat
Calorimetry
Latent heat
6.Modern Physics
Radioactivity and changes in the nucleus, background radiation and safety precautions
Class 10 Physics paper is one of the most important examinations in ICSE. Students who are
going to sit for ICSE exam must be completely familiar with the ICSE Class 10 syllabus of
Physics to excel in the exam. The latest syllabus of Class 10 Physics is given in the below-

mentioned table which is according to the guidelines of CISCE. Students must follow the
syllabus on a regular basis while preparing for their examination.
The ICSE Class 10 Physics exam is divided into 2 sections, namely Section I, which consists
of 40 marks and Section II, which also consists of 40 marks. The duration of the exam is 2
hours, with total marks of 80. Section I of the Physics paper will contain short answer
questions which are all compulsory questions. Section II will consist of 6 questions out of
which students can attempt any 4 questions.
PHYSICAL APPEARANCE OF BOTH TEXTBOOKS (HARDWARE)
CBSE BOARD NCERT:
Fig.1 CBSE NCERT SCIENCE BOOK

FIG.2 Starting of chapter (some past facts related to topic also given)

Fig.3 labelled diagram

Fig.4 Questions between the chapter

Fig. 5 Solved numerical problems

Fig.6 At the end of the chapter summary and exercises
ICSE BOARD CONCISE PHYSICS (SELINA PUBLICATION):
Fig7. coverpage of Physics

Fig 8 Syllabus at starting of chapter

Fig 9. Definitions in highlighted coloured rectangles

Fig 10 Labelled ray diagrams

Fig. 11 exercises at END of Chapter

Table 1
Table showing the frequency of fulfillment of selected objectives

in the chosen topics of CBSE & ICSE Board text book
TOPICS OBJECTIVES Fulfillment
CBSE ICSE
LIGHT ACADEMIC ASPECTS 3 60% 4 80%

PHYSICAL ASPECTS 3 60% 4 80%
EXERCISES 4 80% 4.5 90%
HUMAN EYE ACADEMIC ASPECTS 3 60% 4 80%
EXERCISES 4 80% 4.5 90%
ELECTRICITY ACADEMIC ASPECTS 3 60% 4 80%
EXERCISES 4 80% 4.5 90%
MAGNETISM ACADEMIC ASPECTS 4 80% 3 60%
EXERCISES 4 80% 4.5 95%

Table 2
Bargraph showing the frequencies of fulfillment of selected

objectives in the chosen topics of ICSE Board text book

RESULTS
Interpretation of results on basis of Table 1 and 2

After comparing and analyzing both textbooks (CBSE & ICSE board) on the basis of content
of selected topics as per three objectives (academic aspects ,physical aspects and exercises),
We concluded in TABLE 1 that in light topic IN CBSE board the aspects were present
60%,60% and 80% is present respectively while in ICSE board the aspects were present 80%
80% and 90% respectively.
In human eye topic in CBSE board the aspects were present 60%,60% and 80% is present
respectively while in icsc board the were present 80% 80% and 90% respectively.
In electricity topic in CBSE board the aspects were present 60%,40% and 80% respectively
while in ICSE board the aspects were presents 80% 80% and 90% respectively.
In magnetism topic in CBSE board the aspects were presents 80%,80% and 80%
respectively while in ICSE board the aspects were present 60% 80% and 95% respectively.
In table 2 bar graph reflects that
In Light topic ICSE board TextBook poses more leraning/teaching objectives than CBSE
board .
In Human Eye topic ICSE board TextBook poses more learning/teaching objectives than
CBSE board.
In Electricity topic ICSE board TextBook poses more learning/teaching objectives than
CBSE board.
In Magnetism topic ICSE board TextBook poses less learning/teaching objectives than CBSE
board.
From the above tables it is clear that the syllabus of CBSE board of Education contains less
topics and contet in comparison to ICSE board of Education. ICSE Syllabus is considered to
be more extensive which can be an advantage for some but a disadvantage for others. CBSE
syllabus is found to be more precise and to the point. ICSE Syllabus is considered to be more

difficult than CBSE. That is because the ICSE syllabus has more internal assessments and
concepts that can be applied to practicals as well.
But keeping higher studies and competitive exams in mind, CBSE is more preferred over
ICSE. NCERT based CBSE board school and institutions are easily accessible in our country.

CONCLUSIONS
Present era is known as the age of science and technology so physics is consider as important
subject at intermediate level. The physics teachers have major responsibilities in achieving
vital objectives in ongoing lessons. But teachers don’t have the professional knowledge about
the teaching .therefore the overall objectives are not being achieved. The science students
have pointed out the many areas, first the science teachers don’t use the instructional
technology while teaching therefore students feel difficulty to clear the concepts, second
teachers don’t perform the experiments according to the content owing to this the students
don’t adopt the scientific behavior. Therefore the physics teachers need to use diverse
learning approaches in teaching while teaching physics which guide optimal progress.
Learning physics is basically a constructive process that extends beyond learning concepts,
procedures and their applications. Physics is more than vast collection of fixed concepts and
skills.. Most of the secondary school pupils have good problem solving skill in their
performance. But it is sad to find that the X class pupils have only average level of learning
of physics related concepts. As per the results of the present study another noticeable finding
is that most of the pupils have average level of spatial ability. But there is an interesting
finding that shows positive relation between learning of physics concepts, problem solving
skills and spatial ability of secondary school pupils. The learning of concepts of physics
significantly influenced their academic achievement. Another noticeable finding is that the
educational background of the parents has significant influence on their children’s learning of
physical concepts. The status of the school, use of teaching aids and type of concepts also
have significant influence on the learning of physical concepts. And the most important rare
finding is that rural pupils have better learning of physical concepts than that of urban pupils.
Therefore efforts are to be made caring these directions to improve the teaching and learning
of physical concepts in secondary schools by focusing more on concepts in physics rather
than mere formulae and exercise and developing the problem solving skills and spatial ability
and re-orienting the teachers and parents towards these aspects

DISCUSSION &
SUGGESTIONS

DISCUSSION / SUGGESTIONS
CBSE vs. CISCE
India is the bedrock of multiple education boards, such as CBSE, CISCE, and various State
Boards. This diverse range causes immense confusion among parents and students. The
anxiety is compounded when school students seek admissions in top universities for their UG
(undergraduate) education because the quota for different boards varies across states and
universities. Through thorough research with regard to these three boards, a lot of clarity can
be attained. There exist seven critical factors that are vital with regard to comparison of these
two education boards:
Curriculum and Syllabus
Extracurricular activities
CBSE
CBSECBSE is the abbreviation for Central Board of Secondary Education. This is arguably
the best board in India because it carries out two of the most important national exams: JEE
for engineering aspirants and NEET for those wishing a career in the medical field. These
exams are the gateways to the prestigious institutions such as AIIMS, NITs, and IITs. Let us
have a look at how CBSE fares across these seven critical areas.
1) Curriculum and Syllabus
Curriculum and SyllabusThe CBSE curriculum is inclined toward development of the

problem-solving abilities and application skills of students. After a concept is taught and
clarified, students face tests through several methodologies. This helps them learn application
of concepts in diverse contexts. Moreover, because CBSE conducts examinations such as
NEET and JEE, students will have a strong background that can help them crack these
exams. The syllabus of CBSE board is quite tough. This means that students will need to put
in that extra effort to score well. From class 1 to class 10, students need to study English, 2nd
language, and 3rd language (from class 6 to class 8 only). Other subjects include
Mathematics, Science, Social Sciences, and IT (Information Technology, only for classes 9
and 10). To conclude that CBSE board’s focus is on Science and Math rather than English

and other languages would be completely wrong. Most CBSE students have excellent
command over English. CBSE schools may give a slight preference for Science and Math
because of the highly-competitive examinations conducted every year and the need to obtain
exemplary results. The English syllabus is competent enough for the development of a robust
understanding and excellent English communication skills in English.
This varies across CBSE schools. Many schools give supreme importance to such activities,
whereas others focus strictly on studies. Some elite and niche schools could have better
facilities and training opportunities for extracurricular activities.
CBSE students perform well in their profession because they have good logical skills and
excellent problem-solving abilities, which help them in all spheres of life.
ICSE:
ICSE is the abbreviation for Council for Indian Certificate of Secondary Education.
1) Curriculum and Syllabus
The ICSE curriculum is formulated in such a manner that students gain in-depth knowledge
about several topics and concepts, both in terms of application and content. A lot of emphasis
is laid on practical and laboratory work. This assists students in the development of superb
analytical skills. ICSE students need to study many subjects through reading and collecting
immense amount of information on topics learnt in class hours, analyzing the collected
information, and learning from them. They have a better chance of developing strong
visualization skills. What’s more, they can solve complex problems, and their communication
skills are coherent. The ICSE syllabus is vast, comprehensive and difficult. Students need to
spend lots of time reading and referring to books other than the prescribed ones. The ICSE
Board offers immense variety and flexibility with regard to choice of subjects. From class 1
to class 5, students need to study English, a second language, geography, history, science,
mathematics, third language, computer science, and a whole gamut of extracurricular and
physical activities. In class 6 and class 7, students need to study English language and
literature, second language, geography, history, environmental education, science,
mathematics, third language, computers, and extracurricular activities such as music, dance,
and arts, to name a few. The syllabus of class 8 is remarkably similar to class 6 and class 7,
with the sole exception being that instead of science, you will need to study physics,
chemistry, and biology. For students belonging to classes 9, 10, 11, and 12, a variety of

subjects are offered, thus ensuring greater choices and flexibility. It should be noted that
evaluation is extremely strict in CICSE, and the scores in the board exams are not as high as
scores obtained in CBSE or State Board exams.
2) ICSE curriculum supports and promotes extracurricular activities. The board believes in
imparting an all-round education. What’s more, students receive exposure to different types
of activities that range from academically-oriented project works, competitions, and debates
to several other activities such as music, arts, drama, and sports. Opt for a ICSE school if you
want to give your child a well-balanced education.
Final Suggestions:
Schools need to nurture talents of their students and provide them with an ideal environment
so that they can thrive in all segments, be it extracurricular activities or academics. Besides
performing an evaluation of different boards, practical factors need to be considered such as
the school’s distance from home, quality of faculty, friend circle, safety of your child, and
healthy learning environment, to name a few. Irrespective of the competency of the board or
the school, what matters most is your child’s happiness. Unhappy children will perform poor
academically. For solely this reason, students need to gain admissions in schools that they
love studying in, regardless of the type of board.
Present study was limited to only 10TH standard science textbooks (physics syllabus) with
respect to CBSE & ICSE BOARD of education of English medium.
Similar studies can be carried out for other subjects textbook in different medium.
1. A comparative study on science textbooks of State (secondary level) and Central Board
Secondary Education (CBSE) textbooks should be done.
2. A comparative study should be conducted on science stream textbook of college level of

state Board and science stream textbooks of college level of other state Board (neighbouring
state).
3. A comparative study of Indian Physics textbooks of different classes with that of

developing country such as Srilanka, Bangladesh, Pakistan (neighbouring country).
4. A study of textbooks in developing world.
5. A critical evaluation of science textbooks for standard I to XII of all State.

6. A study of exercises in language textbook (Gujarati, Marathi, English etc.).
7. A study of illustrations and end-of-chapter exercises of physics textbook of standard of

Indian State.
8. A comparative study of standard X textbook of State with standard X CBSE textbook.
9. A study on content analysis of the textbook.(any subject)
10. A comparative study of the social studies textbook of standard X of State with NCERT
textbook used in standard X of CBSE.
11. A quantitative and qualitative analysis of all science textbook of standard X of Uttar
Pradesh State.
12. Preparation and Evaluation of mathematics textbooksof standard VIII, IX, X (secondary)
of Uttar Pradesh State.
14. A comparative study of mother tongue textbooks prescribed for primary classes in
English in the state of Uttar Pradesh.
The voices of the textbook authors, parents and other stakeholders (teacher trainers, school
head teachers, etc.) are also important in the textbook evaluation process, so they should be
involved in further research. Further research should use focus group interviews, discussions
or informal talks for both teachers and students to enhance the quality of the data. Further
research should also investigate textbooks’ use at different levels (e.g. 11, 12) and different
subjects to examine the whole series for secondary school students.
Finally, further research could also make use of video recordings. Video recording enables
researchers to see what happens in the classrooms in detail, thereby making classroom
observation data more reliable.

EDUCATIONAL IMPLICATIONS
1. This study will enable the pupils to identify the need and importance of learning of physics
concepts.
2. This study will help to find out ability of the high school pupils in different areas of
learning of physical concepts.
3. This study will enable the teacher to identify the need and importance of spatial ability.
4. This study will help the teachers to know about the ability of the high school children in
applying the physicsl world knowledge in problem solving skill.
5. This study will help the physics teachers to focus their attention on their teaching of
physics concepts.
. 6. This study will direct the teachers to develop better teaching strategies to care the pupil’s
comprehension physics concepts.
7. This study will catch the attention of curriculum framers and text book writers to keep
their mind on the development of concepts through different subjects of education.
8. The pupils can be given the task of framing the physics related problems analogous to the
problems given in the text books.
9. Real life related approach in understanding many physics/ science concepts can facilitate
better learning of them.
10. Physics teachers can remove some of the wrong attitudes in pupils towards physics,
develop confidence in them tapping their abstract abilities.

SUMMARY
The present curriculum should be reviewed according to the needs of the learners and the
teachers with suitable provision for refreshment courses for physics teachers in behavioural
terms also. The teachers who write textbooks should have knowledge and experience of
teaching in that particular class, to know the level of students of that particular age group.
The physical aspects of the textbooks should be improved i.e. cover design, binding of the
book, papers used in the book, and most important the difference or gap in the course content
in different board of education must be fulfilled. If the cover page is attractive then students
are also attracted to the books. Content of the standard X textbook should be more elaborated
in practical manner, the revision of the textbooks should incorporate the facts i.e. more
activities should be added in textbooks. If the chapters are activity oriented then physics will
be a fun for secondary students and they will find the subject interesting. There should be
some higher level cognitive categories of questions (probieras/examples or HOTS) in the
exercises of standard in all board of education textbooks. Exercises should be enriched with
adequate examples of different categories of cognitive domain according to Blooms
taxonomy.
In contexts where teaching resources are scarce and teachers’ proficiency is low, as in India,
textbooks play a particularly important role in teaching and learning, and it is all the more
important to evaluate their quality systematically. In this study, we have evaluated specific
textbooks (Physics CBSE & ICSE board of education) at secondary level, and shown that,
despite some deficits (e.g. lack of variety of activities, and inappropriate distribution of
course contents etc.), it seems to be regarded favourably by teachers and pupils, or at least
few major shortcomings have been revealed. The evaluation conducted in this study will
provide a model for the future evaluation of other textbooks in this series of various board of
educations , because of the choice of the framework for the evaluation in this study .
Finally, we should point out that any textbooks by their nature cannot cater to all contexts
and all purposes, and for this reason teachers need to be trained to use textbooks flexibly,
supplementing them where necessary with alternative resources (e.g. picture stories, comic
strips, newspaper articles, audio-video lectures etc.). Ideas about teaching/learning are

evolving at a rapid rate and therefore textbooks have a naturally limited life-span. Hence
revision of contents in them is most important for betterment of teaching/learning process.

REFERENCES & BIBLIOGRAPHY
Ncert. (2019). Science: Textbook for class X.
Concise Physics. (2011). Physics: Textbook for class X.
Textbook. (2020, May 06). Retrieved August 8, 2020, from
https://en.wikipedia.org/wiki/Textbook
Content analysis. (2020, September 04). Retrieved September 8, 2020,
from https://en.wikipedia.org/wiki/Content_analysis
Das, M. (2019, September 19). ICSE Physics Class 10 Book. Retrieved
August 4, 2020, from https://www.netexplanations.com/icse-physics-
class-10-book/
Ravikant_Yadav. (2018, December 21). ICSE vs CBSE Board: Pros and
Cons of both ICSE & CBSE Boards. Retrieved May 25, 2020, from
https://www.embibe.com/exams/icse-vs-cbse/
Liysf. (n.d.). Education System in India: Elements and Required Reforms.
Retrieved May 10, 2020, from https://indiadidac.org/2019/03/education-
system-in-india-elements-and-required-reforms/
Recommendations of Indian Education Commission. (2016, June 16).
Retrieved May 10, 2020, from
https://www.yourarticlelibrary.com/education/recommendations-of-
indian-education-commission/84839

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A COMPARATIVE EVALUATION OF

PHYSICS TEXTBOOKS OF CLASS XTH OF

A DISSERTATION SUBMITTED IN PARTIAL

Ashutosh Shukla/M.Ed./University of lucknow Page 1

This is to certify that this dissertation ‘A COMPARATIVE EVALUATION OF

PLACE: - LUCKNOW (Dr. Aisha Abbasi)

UNIVERSITY OF LUCKNOW , LUCKNOW.

Ashutosh Shukla/M.Ed./University of lucknow Page 2

Ashutosh Shukla/M.Ed./University of lucknow Page 3

Textbooks in the world………………………………………..

2 REVIEWS OF RELATED LITERATURE

4 FINDINGS and CONCLUSIONS

Ashutosh Shukla/M.Ed./University of lucknow Page 4

5 DISCUSSION and SUGGESTIONS

Ashutosh Shukla/M.Ed./University of lucknow Page 5

1. Table showing the frequency of fulfillment of selected objectives in the

2. Bargraph for the frequencies of fulfillment of selected objectives in both

Ashutosh Shukla/M.Ed./University of lucknow Page 6

Ashutosh Shukla/M.Ed./University of lucknow Page 7

A textbook is usually lent to students by a school to accompany a course the school is

According to Buckingham (1960), the textbook in the modern sense is a learning

Textbook should be considered to be good which is designed or written in accordance with

Ashutosh Shukla/M.Ed./University of lucknow Page 8

TEXTBOOKS IN THE WORLD

Ashutosh Shukla/M.Ed./University of lucknow Page 9

Ashutosh Shukla/M.Ed./University of lucknow Page 10

LANDMARKS IN THE FIELD OF SCIENCE EDUCATION

To develop science as a part of school curriculum at secondary level and as a discipline at

University Education Commission / Dr Radhakrishnan Commission (1949) The

All India Seminar on Teaching of Science (1956)

Ashutosh Shukla/M.Ed./University of lucknow Page 11

Indian Parliamentary and Scientific Committee (1961)

Shortage of qualified teaching staff.

Need for technically trained manpower.

Need for changing the process and aims of science.

UNESCO Planning Mission (1963)

Learning of science to be made compulsory in schools.

Ashutosh Shukla/M.Ed./University of lucknow Page 12

Physics be taught as a separate subject from class XI.

Indian Education Commission (1964-1966)

Ishwarbhai Patel Committee (1977)

Ashutosh Shukla/M.Ed./University of lucknow Page 13

National Policy on Education (1986)

National Curriculum Framework (2000)

National Curriculum Framework (2005)

Ashutosh Shukla/M.Ed./University of lucknow Page 14

IMPORTANCE OF TEACHING PHYSICS AT SENIOR SECONDARY LEVEL

Ashutosh Shukla/M.Ed./University of lucknow Page 15

AIMS OF TEACHING PHYSICS AT SENIOR SECONDARY SCHOOL LEVEL

Ashutosh Shukla/M.Ed./University of lucknow Page 16

To apply the knowledge and understanding of physics in unfamiliar situations. To develop

To develop scientific attitude and scientific temper.

BRIEF OF PHYSICS TEXTBOOK OF CBSE & ICSE BOARD :-

The science book of class 10 contained Biology Chemist ry Physics Natural

The CBSE Class 10 Physics Syllabus is as below:

Unit III: Natural Phenomena

Reflect ion of light by curved surfaces; Images formed by spherical mirrors,