Evaluating teacher perceptions of the 2021 Singapore secondary school Chinese textbooks: A study using the teaching material acceptance model

Abstract

This study evaluates the 2021 revision of Singapore secondary school Chinese teaching materials through an investigation of school teachers’ receptivity, utilizing a teacher-teaching material perception questionnaire and the modified Teaching Material Acceptance Model (TMAM) as the evaluative framework. The study yields four key findings. Firstly, teachers view the practicability of the new materials favorably, highlighting their quality, incorporation of information technology, diverse content, authenticity, and life-oriented approach. These features are acknowledged for enhancing student interest and improving language abilities. Secondly, the TMAM evaluation reveals that teachers’ perceptions of the revised textbooks are generally inconsistent, with a moderate to high degree of rejection towards some new sections. Thirdly, the disproportionate volume of content relative to the available class time is identified as a significant factor impacting the ease of use, indicating a need for future curriculum adjustments. Lastly, teachers prioritize ease of use over the inherent usefulness of the materials, often selectively utilizing content based on students’ needs and time constraints. This selective use may lead to wastage of curriculum resources and diminish the intended impact of the revised curriculum