Evaluation of the Content of the Arabic Reading Textbook for the Fifth Grade from the Perspective of Subject Teachers
DOI:
https://doi.org/10.32792/tqartj.v7i46.595Keywords:
Evaluation, content, textbook, reading and speaking skillsAbstract
This study aims to explore the “Evaluation of the Content of Arabic Reading Textbooks for the Fifth Grade from the Perspective of Subject Teachers.” The study sample consisted of Arabic language teachers in the region’s schools. The geographical area of Diyala Governorate (Al-Muqdadiya District) was randomly selected during the academic year (2023-2024) with a sample size of (180) teachers as follows: The researcher adopted the descriptive method and relied on his research methodologies. The questionnaire consisted of (33) items divided into four areas (reading skills, speaking skills, writing skills). The researcher used statistical methods such as Pearson correlation coefficient, weighted average, percentage weight, and percentage to statistically process the research results. The researchers reached some conclusions, including: the content of Arabic reading textbooks does not improve students’ motivation and does not encourage them to read the subject. Based on these results, the researchers make the following recommendations: reconsider the content of Arabic reading textbooks and modify them to suit their desires, tendencies, abilities, and psychological levels.
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