An Evaluative Study of the Palestinian 11th Grade English Textbook from the Teachers' Perspective in Southern Nablus and Salfit Districts

Year: 
2009
Discussion Committee: 
Dr. Ahmad Awad- Supervisor
Dr. Fayez Aqel- Second Supervisor
Dr. Hanna Teishia- External Examiner
Dr. Susan Arafat- Internal Examiner
Supervisors: 
Dr. Ahmad Awad
Dr Fayez Aqel
Authors: 
Abdul-Rahim Abdul-Qader Mahmoud Aqel
Abstract: 
This study aimed to evaluate the Palestinian 11th grade textbook from teachers' perspective. The study examined the role of the district, gender, qualification and years of experience variables among teachers on the degree of the evaluation of the New Palestinian English Textbook for the eleventh grade in Southern Nablus and Salfit districts.  To achieve this goal, an evaluation scale was developed on the basis of language teaching and learning criteria that determine the specifications of good quality textbook. The sample of the study consisted of 60 male and female teachers who teach English for the 11th Grade in Southern Nablus and Salfit districts in the year 2008/2009. The researcher developed a 47-item questionnaire to evaluate the textbook. The validity of the instrument was calculated by a group of experts in education. Alpha formula was used in order to determine the reliability of the questionnaire. The researcher used different techniques to analyse the data statistically. The questionnaire included four main domains: book general shape, book objectives, book content and teaching aids. The book content domains were reading, writing, structure and vocabulary, listening and speaking, and literature successively. The findings of the study showed that the degree of evaluation of English for Palestine-11th grade textbook in Southern Nablus and Salfit districts was moderate. There were significant differences in book general shape domain between Salfit and Southern Nablus districts in favour of Salfit. There were also differences in teaching aids between male and female teachers in favour of females. However, there were no significant differences in the degree of evaluation of the textbook due to qualification or experience variables. In the light of the results of the study, the researcher recommended that the 11th-English textbooks be revised frequently. In addition, they should be provided with a variety of literary forms, such as poems , essays , etc….. . The units of the textbook should be reduced so that teachers  can cover the material efficiently and in time. The researcher also suggested conducting more evaluative studies for the upper stages textbooks, the 10th and 12th grades.
Pages Count: 
82
Status: 
Published