INVESTIGATING MOROCCAN TEACHERS’ PERSPECTIVES ON THE ALIGNMENT BETWEEN LIFE AND EARTH SCIENCE TEXTBOOKS AND CURRICULUM

Abstract

This study provides insights into Moroccan Life and Earth Science teachers’ perspectives on the alignment of textbooks with the curriculum in middle and high schools. The study aims to explore teachers’ views on the effectiveness of Life and Earth Science textbooks in aligning with content, skills, culture, and textbook functions. Data were collected from 243 Life and Earth Science teachers using a survey instrument with 37 Likert-scale items. Results indicate that while teachers hold positive views on the alignment of textbooks with content and skills-based curricula, there is a need for improvement in the cultural aspect. Additionally, the study finds that educational stage and the language of instruction significantly affect teachers’ perspectives. To improve the quality and effectiveness of Life and Earth Science education, the study emphasizes the importance of considering the alignment between curriculum and textbooks, as well as educational stage and language of instruction, in their development and use. Overall, this research provides valuable insights into the alignment of Life and Earth Science textbooks with the curriculum in Moroccan middle and high schools. These findings can help publishers, curriculum developers, and teachers in improving the effectiveness and relevance of Life and Earth Science education for Moroccan learners. Keywords: Teachers’ Perspectives, Textbooks, Curriculum Alignment, Life and Earth Sciences DOI： https://doi.org/10.35741/issn.0258-2724.58.3.47