## Evaluation of Primary Stage Geography Textbooks From Teachers' point of view In the north of palestine

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1998
Amer Alawneh
##### Abstract
This study aimed at evaluation the geography textbooks in the primary stage of schooling. This stage includes the seventh, eighth, ninth and tenth grades. The study was conducted also in north Palestine from the teachers’ point of view, second semester 1997/1998 . To achieve this goal, the study endeavored to find out areas of weakness and strength in the geography textbooks.It tried to answer the following question: **What was the degree of evaluation of geography textbooks used in the seventh, eigth , ninth and tenth grades from teachers’ point of view in terms of textbook layout,(extemal form), introduction, content, goals, methods, activities evaluation tools and development to textbooks according to students attitude? To test reliability of the study ,the following hypotheses were put forward: 1.There would be no statistically significant differences at α=0.05 in evaluation of primary school geography textbooks according to teachers’ evaluation estimates which may be attributed to sex variable? 2.There would be no statistically significant differeces at α=0.05 in the evaluation of primary school geography textbooks according the teachers’ evaluation estimates which may be attributed to experience variable. 3.There would be no statistically significant differences at α=0.05 in primay school geography textbook evaluation according to teachers’ evaluation estimates which may be attributed to academic qualification variable. 4.There would be no statistically significant differences at ot=0.05 in primary school geography textbook evaluation according to teachers’ evaluation estimates which may be attributed to place of living variable? Statistically significant differences at ot=0.05 which may be attributed to sex variable in favour of women teacher. 3. There were statistically significant differences at α=0.05 which may be attributed to experience variable in favor of teachers who had mid professional experience (5-10 years) . 4. There were no statistically significant difference at α=0.05 which maybe attributed to academic qualification variable. 5. There were statistically significant differences at α=0.05 which may be attributed to place of living variale in favor of the refugee camp. Recommendations: 1.Providing the Ministry of Education and those in charge of curricula development with the findings of this study . 2. Introducing a clear and succint introductions, in the four geography textbooks, to guide the teacher on ways of using the textbook and the goals of the textbooks for the learner. 3. Continuing the teaching of these books because they contain avariety of subjects and their goals are achievable. 4. Providing the 10th grade textbook with a good cover and visual aids(maps) because of their shortage in it 5.There is a necessity to link the contents of 7th , 8th,9th, and 10th grade textbooks with the local environmental problems. 6. Conducting more evaluation studies of the majority of school textbooks in other stages.
This study aimed at evaluation the geography textbooks in the primary stage of schooling. This stage includes the seventh, eighth, ninth and tenth grades. The study was conducted also in north Palestine from the teachers’ point of view, second semester 1997/1998 . To achieve this goal, the study endeavored to find out areas of weakness and strength in the geography textbooks.It tried to answer the following question: **What was the degree of evaluation of geography textbooks used in the seventh, eigth , ninth and tenth grades from teachers’ point of view in terms of textbook layout,(extemal form), introduction, content, goals, methods, activities evaluation tools and development to textbooks according to students attitude? To test reliability of the study ,the following hypotheses were put forward: 1.There would be no statistically significant differences at α=0.05 in evaluation of primary school geography textbooks according to teachers’ evaluation estimates which may be attributed to sex variable? 2.There would be no statistically significant differeces at α=0.05 in the evaluation of primary school geography textbooks according the teachers’ evaluation estimates which may be attributed to experience variable. 3.There would be no statistically significant differences at α=0.05 in primay school geography textbook evaluation according to teachers’ evaluation estimates which may be attributed to academic qualification variable. 4.There would be no statistically significant differences at ot=0.05 in primary school geography textbook evaluation according to teachers’ evaluation estimates which may be attributed to place of living variable? Statistically significant differences at ot=0.05 which may be attributed to sex variable in favour of women teacher. 3. There were statistically significant differences at α=0.05 which may be attributed to experience variable in favor of teachers who had mid professional experience (5-10 years) . 4. There were no statistically significant difference at α=0.05 which maybe attributed to academic qualification variable. 5. There were statistically significant differences at α=0.05 which may be attributed to place of living variale in favor of the refugee camp. Recommendations: 1.Providing the Ministry of Education and those in charge of curricula development with the findings of this study . 2. Introducing a clear and succint introductions, in the four geography textbooks, to guide the teacher on ways of using the textbook and the goals of the textbooks for the learner. 3. Continuing the teaching of these books because they contain avariety of subjects and their goals are achievable. 4. Providing the 10th grade textbook with a good cover and visual aids(maps) because of their shortage in it 5.There is a necessity to link the contents of 7th , 8th,9th, and 10th grade textbooks with the local environmental problems. 6. Conducting more evaluation studies of the majority of school textbooks in other stages.