Students’ Involvement Level in Arabic Language Textbook Communication for Cycle One in the United Arab Emirates

Suad Abdal kareem Alwaely, Maitha Fahd Al-Jasari

Abstract

The current study aims to identify students’ level of involvement in the Arabic language textbook content provided in cycle one within the United Arab Emirates by addressing two questions: (i) What is the student's level of involvement in the scientific materials contained in Arabic language textbooks for cycle one within the United Arab Emirates? (ii) What is the student's level of involvement in the language activities contained in Arabic language textbooks for cycle one within the United Arab Emirates? A descriptive-analytical approach was employed with Romey’s formula as an instrument and framework to ascertain students’ involvement level in textbooks containing scientific materials and language activities post-instrument validity and reliability. The study sample encompassed 16 scientific lessons and 52 language activities from the first cycle of Arabic language textbooks. Frequencies and percentages were employed in the statistical treatment. The study concluded that the involvement coefficient of language activities did not fall within the proposed range for grades one, two, and three but fell within the acceptable range for grade four.

Keywords:
    Level of Involvement, Arabic Language, Textbooks, Intercultural Cycle One

Full text article

Generated from XML file

References

Ahmad, S, A, B, S. (2018). Evaluation of the History Textbook of Twelfth Grade in Somalia in Light of Student Involvement. Mogadishu University Journal, Fourth Edition, Somalia.
Al-Ashqar, A. (2020). The involvement of the high basic grade students in Palestine in the mathematics books. Journal of the Arab American University, 6(1), 90-124.
Al-Awadi, I. (2018). Analytical and Evaluative Study on Tenth Grade History Textbooks in the United Arab Emirates in Light of Modern Standards. Scientific Research Office, Abu Dhabi Council for Education, UAE.
Al-Deeb, M. (2020). The Level of the Lower Basic Stage Students’ Involvement in the Mathematics Book According to Romey’s Formula in Palestine. An-Najah University Journal for Research Basic Science, An-Najah National University, Journal 34, Sixth Edition.
Al-Dghaiman, H, K. (2018). The Level of Readability and the Level of Fifth Graders Involvement in the Arabic Language Textbooks in Jordan. Literature Faculty Journal, Port Said University, Eleventh Edition.
Al-Hailah, M, M. (2000). Education and Information Technology. United Arab Emirates, University Book Center.
Al-Hashmi, A & Mstarehi, Q, A. (2015). The Level of Involvement of Tenth Grade Students in the Arabic Language Textbook (Communication Skills) in Jordan. Education and Psychology Message Journal, 36th Edition, The Saudi Association for Educational and Scientific Sciences, King Saud bin Abdulaziz University, KSA.
Al-Ja’bari, M, I. (2018). Coefficient of Students’ Involvement in the Arabic Language Textbooks for Fourth Graders of the Basic Stage in Light of Romey’s Formula. Al-Aqsa University Journal for Educational and Psychological Sciences, 1(3), 73-95.
Al-Rawashdeh, E, M. (2019). The Level of Ninth Graders Involvement in the Computer Science Textbook in Jordan. MA Thesis, Educational Sciences Faculty, Al Albayt University, Jordan.
Celinmar, M. C. (2021). Striking a Balance between Centralized and Decentralized Decision Making: A School-Based Management Practice for Optimum Performance. International Journal of Social Sciences and Economic Review, 3(4), 08-15. doi:10.36923/ijsser.v3i4.122
Chang, Y. (2021). A Qualitative Study of Intercultural Friendship through New social media. Journal of Intercultural Communication, 21(1), 92-105. https://doi.org/10.36923/jicc.v21i1.8
Fadi, A. (2019). The Extent of the General Sciences Textbooks Contribution in the Involvement of the Basic Stage Students in Education based on Teachers’ Points of View in Jenin. MA Thesis, Unpublished, An-Najah National University, Nablus, Palestine.
Hasan, A. S., & Raddatz, V. (2009). Analysis of EFL elementary textbooks in Syria and Germany: cognitive, affective and procedural aspects in their inter-cultural context. Journal of Intercultural Communication (17).
Hodaian, M. & Liaghatdar, N. (2017). The metacognitive teaching and content analysis of high school third-grade Biology textbook in 2014-2015. WALIA Journal. 131(S4), 126-133.
Holsti, O. R. (1969). Content analysis for the social sciences and humanities. Reading. MA: Addison-Wesley (content analysis).
Hussain, A. A., Akhter, S., Qureshi, A. H., & Khan, K. (2021). Problem-Based Learning Approach for Elementary Schools: A case study of five Years Compulsory Education system. International Journal of Social Sciences and Economic Review, 3(2), 10-14. https://doi.org/10.36923/ijsser.v3i2.69
Khataibah, A, M. (2005). Science Education for All. Amman, Al-Massira Center for Publication and Distribution.
Lianos, V. C. & Otero, M.R. (2019). Characteristics and changes in the mathematics textbooks for the secondary school in Argentina over 67 years. International Journal of Research in Education and Science. 4(1), 98-105. http://dx.doi.org/10.21890/ijres.382938
Lumpe. A.T. & Beck. J. (2001). A Profile of High School Biology Textbooks Using Scientific Literacy Recommendations. The American Biology Teacher, 34 (5), 324-338. https://doi.org/10.2307/4450103
Martin, G. & Helena, B. (2016). Evaluation of Nonverbal Elements in Mathematics Textbooks. Universal Journal of Educational Research. 4(1), 122-130. https://doi.org/10.13189/ujer.2016.040115

Authors

Suad Abdal kareem Alwaely
suad.alwaely@aau.ac.ae (Primary Contact)
Maitha Fahd Al-Jasari
Author Biographies

Suad Abdal kareem Alwaely, College of Education, Humanities and Social Sciences Education, Humanities and Social Sciences, Al Ain University, UAE

Suad A. Alwaely, Ph.D., is a professor, Director of the Master Program of Education in Arabic Language and Islamic Education Curricula and Instruction at Alain University, United Arab Emirates. She undertook a Ph.D. at the University of Baghdad, Iraq, writing on teaching literature and rhetoric and its impact on the expressive achievement and performance of 5th-grade students. Alwaely earned her MA in Education in Arabic Language Education Curricula and Instruction from the University of Baghdad in the United Arab Emirates. Her major research interests lie in the area of Arabic Language Education Curricula and Instruction, the Students’ Involvement Level in Arabic Language Textbook Content, rhetoric, grammar and syntax, and cultural studies.   

Maitha Fahd Al-Jasari, Lead Islamic Studies and Social Studies Teacher, Reach British School, Abu Dhabi

Maitha F. Al-Jasari, MA, is an instructor at Reach British School, Coordinator of Islamic and social studies in Alain city, United Arab Emirates. She undertook MA at Alain University, United Arab Emirates, writing on t Arabic Language Education Curricula and Instruction. Al-Jasari earned her B.A. in Education in Arabic Language and Islamic Education. Her major research interests lie in the area of Arabic Language Education Curricula and Instruction and social and Islamic studies.

Alwaely, S. A. kareem, & Al-Jasari, M. F. (2022). Students’ Involvement Level in Arabic Language Textbook Communication for Cycle One in the United Arab Emirates . Journal of Intercultural Communication, 22(2), 33–40. https://doi.org/10.36923/jicc.v22i2.50

Article Details