The Level of Representation of Arabic Language Books for the Basic Stage in Jordan for the Psychological Foundations of the Curriculum from the Point of View of teachers in Ma'an Governorate

Jazzah M. Alrfou

doi:10.7176/jep/10-4-12

Abstract

The aim of this study was to find out the level of representation of Arabic language books for the basic stage in Jordan for the psychological foundations of the curriculum from the point of view of its teachers in the schools of Ma'an Governorate. The study sample consisted of (110) teachers who teach the lower basic stage: (1 st , 2 nd , 3 rd , 4 th ) in the first semester of the academic year 2018/2019, the researcher used the descriptive approach.In order to achieve the objective of the study; the researcher developed a classification of psychological foundations, after verifying its validity and reliability. The researcher used statistical treatments, T-Test, One Way ANOVA, Tukey HSD for post comparisons, using the SPSS program,the study concluded that the Arabic language books for the lower basic stage in Jordan represent the psychological foundations to a medium degree and with an average of (3.53) in general, where the field of linguistics reached the highest of the mean of (3.86), with a high level, The lowest was the physical domain, with an average of (3.44), and a medium degree, as the study showed: the absence of statistical significance differences, attributed to the variables: (gender and experience). The results also suggest that there are statistically significant differences due to the variable of scientific qualification for the benefit of the postgraduate studies. The study recommends that the development of the Arabic language books for the lower basic stage be reconsidered by the management of books and school curricula in the Ministry of Education, to a high degree. The study also recommends further evaluation studies of the Arabic language textbooks for the lower basic stage. Keywords: Arabic Language Books, Psychological foundations, Lower basic stage, Level of Representation DOI : 10.7176/JEP/10-4-12

Highlights

Curriculum development should be of great importance in order to keep abreast of developments and focus on thinking skills, societal and national values, and the Arabic language curriculum, like other curricula, need to be followed up and continued in the development and implementation of programs to promote the Arabic language and provide a learning environment that stimulates education and responds to different needs (Ministry of Education, 2007), and the psychological needs of students must be met, among these needs: 1. The need to recognize students' abilities and talents.2
Are there statistically significant differences at the level of significance (α≤0.05), in the views of Arabic language teachers for the lower basic stage in their estimate of the level of representation of Arabic language books for the basic stage of the psychological foundations of the curriculum according to the scientific qualification variable?"
The researcher used in the treatment of this study and to answer of its questions, the descriptive approach, which is based on describing and interpreting what exists, in order to determine the degree of observance of the Arabic language books for the basic stage in Jordan, for the psychological foundations, from the point of view of its teachers, and how this affects some of their personal variables

Summary

Introduction

Curriculum development should be of great importance in order to keep abreast of developments and focus on thinking skills, societal and national values, and the Arabic language curriculum, like other curricula, need to be followed up and continued in the development and implementation of programs to promote the Arabic language and provide a learning environment that stimulates education and responds to different needs (Ministry of Education, 2007), and the psychological needs of students must be met, among these needs: 1. The curriculum of the Arabic language needs to be pursued and continued in the development and implementation of programs; to promote the Arabic language and to provide a learning environment that stimulates education and responds to different needs (Ministry of Education, 2005). Ashour (2004) asserts that he relies entirely on Arabic language in the formulation of student thought, because it contains knowledge and texts of reading, affect the students' thinking and knowledge, and depend on them in determining the quality of learning for students

Objectives

Methods

Results