A Teacher-based Evaluation of Grade Nine English Textbook in Southern Mazar Directorate
Abstract
Abstract
The purpose of this study is to evaluate teachers’ perception of Grade Nine English textbook (Action Pack 9, 2013) in Jordan. A self-completion 57-item questionnaire has been developed to evaluate five major components – all of which are textbook objectives, textbook content, activities, evaluation, and textbook layout and design. The sample of the study consists of 89 teachers (34 males and 55 females).
The results reveal that the rating of teachers’ perception of the appropriateness of the ninth-grade textbook is high. In particular, the components of textbook objectives, textbook layout and design, and evaluation are rated with a high level of appropriateness; whereas the components of activities and textbook content are rated with a medium level of appropriateness. Furthermore, the results show that there is significant difference attributed to the variable of gender in favor of males. Nevertheless, there is no significant difference attributed to the variable of experience. In addition, the results reveal that the interaction of variables is self-evident.
تقييم كتاب اللغة الإنجليزية للصف التاسع من وجهة نظر المعلمين في مديرية المزار الجنوبي
ملخص
هدفت هذه الدراسة إلى تقييم كتاب اللغة الإنجليزية للصف التاسع (طُبعة 2013) من وجهة نظر المعلمين في الأردن. تشكلت أداة الدراسة من (57) فقرة موزعة على خمسة مجالات رئيسة: أهداف الكتاب، محتوى الكتاب، الأنشطة، التقييم، والإخراج الفني للكتاب. تكونت عينة الدراسة من (89) معلماً: (34 معلماً و55 معلمة).
وقد أظهرت نتائج الدراسة أن ملائمة كتاب اللغة الإنجليزية للصف التاسع من وجهة نظر المعلمين جاءت بدرجة عالية. وأظهرت النتائج أن المجالات الآتية: أهداف الكتاب, والإخراج الفني للكتاب والتقييم تم تصنيفها بمستوى عال من الملاءمة، في حين أن مجالات؛ الأنشطة ومحتوى الكتاب المدرسي تم تصنيفها بدرجة متوسطة من الملاءمة. كما بينت النتائج وجود فروق ذات دلالة إحصائية في آراء أفراد عينة الدراسة تعزى لمتغير الجنس لصالح الذكور، في حين لم تظهر هناك فروق ذات دلالة إحصائية تعزى لمتغير الخبرة لدى عينة الدراسة, إضافة إلى ذلك كشفت النتائج عن وجود تفاعل بين متغيرات الدراسة.
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DOI: http://dx.doi.org/10.35682/675
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