Inquiring Development Signs In 10th Jordanian Grader's Social And Civil Education Textbooks

Abstract

This study aimed at inquiring development signs in 10th
Jordanian grader’s social and civil education textbooks and exploring
the point of view of teachers and supervisors and the effect of jobs ,
experience and academic qualifications on the rating of this
development.The sample of the study consisted of (192) teachers and
(22) supervisors. To answer the questions of the study, a questionnaire
was designed, which consisted of (78) items with six domains. Validity
of the questionnaire achieved by social studies experts' judgements
cronbach-Alpha was used to find reliability and it was (0.86) which is
enough to this study.The questionnaire was applied, and then the data
were gathered and statistically analyzed. The results revealed the
following:
- Teachers’ rating for development signs was intermediate for the
first domain of the three books, but the rating of the whole
questionnaire and for other five domains were low.
- Supervisors’ rating varied for every domain with the exception
of the fourth and sixth domains which was low.
- Statistical differences (α = 0.05) were found between teachers’
rating and supervisors’ for the first , second and fifth, and the
whole questionnaire in favor of supervisors, but no differences
were found for the third , fourth and sixth domains.
- There was no effect of the experience and academic
qualification on supervisors rating.
- There was an effect of experience on teachers’ rating for the
signs of development in the first and second domains in favor
of teachers with five years experience or less.
- There was no effect of the academic-education variable in
teachers rating.
The study recommended institutions of textbooks authorship to trace
the current development and to have benefit from the questionnaire of
this study as criteria for developing books and giving teachers and
supervisors a role in modernizing and developing textbooks.