Textbook Questions Research Articles

درجة تضمين مهارات التّفكير التّحليليّ في النّصوصّ القرائيّة الواردة في كتاب اللّغة العربيّة للصّف العاشر الأساسيّ في الأردنّ

هدفت هذه الدّراسة معرفة درجة تضمين مهارات التّفكير التّحليليّ في النّصوص القرائيّة وأسئلتها الواردة في كتاب اللّغة العربيّة للصّف العاشر الأساسيّ في الأردنّ، واتّبعت الدّراسة لتحقيق ذلك المنهج الوصفيّ التحليلي، إذ أعدّت الباحثتان بطاقة للتحليل تضمّنت قائمة بمهارات التّفكير التّحليليّ؛ وبعد التّحقق من صدقها وثباتها، تم تحليل النّصوص القرائيّة وأسئلتها في كتاب اللغة العربية للصّف العاشر الأساسيّ. وكشفت نتائج الدّراسة عن توافر مهارات التّفكير التّحليليّ في النّصوص القرائيّة بتكرارات بلغت (325) تكرارا، موّزعة على (23) مهارة فرعيّة، إذ جاءت مهارة تحديد السّمات والصّفات بالمرتبة الأولى بـ (122) تكرارا، وبنسبة مرتفعة. أمّا أقلها ورودا فكانت مهارة التّصنيف بـ (11) تكرارا، وبنسبة منخفضة. وكشفت النّتائج أيضا عن توافر مهارات التّفكير التّحليليّ في أسئلة النّصوص القرائية بـ (165) تكرارا، موّزعة على (23) مهارة فرعيّة، إذ حصلت مهارة التّنبؤ على المرتبة الأولى بـ(37) تكرارا، وبنسبة مرتفعة. وجاءت مهارة التّصنيف بالمرتبة الأخيرة، إذ حصلت على (11) تكرارا وبنسبة منخفضة. وفي ضوء النّتائج أوصت الباحثتان مراعاة التّوازن بين نسب تضمين مهارات التّفكير التّحليليّ في النّصوص القرائيّة وأسئلتها في كتاب اللّغة العربيّة للصّف العاشر الأساسيّ.

Learning Assignment and Quality of Business Studies Textbook in Secondary Schools in Kenya

Properly designed business studies textbook promotes effective and independent learning through appropriate learning assignments yielding achievement of learning objectives for sustained academic results in business studies. Learning assignments in business studies textbook offers learner with opportunity to develop skills and master requisite knowledge accelerating exciting learning process paving way for lively episodes of learning in and outside classroom. However, inappropriate or amorphous questions in core textbook limits realization of specific objectives blocking knowledge construction and as a result degrading learners’ mean score in business studies. The study adopted exploratory research design through quantitative and qualitative approach to data collection and analysis. Counts, percentages, means, standard deviations, Chi square tests and content analysis were used for data analysis. Cross tabulation of results indicated that learning assignments significantly influence quality of Business studies textbook implying that appropriate learning assignment supports achievement of learning for sustained learning experience. Further analysis showed that subject goals, skill development and concept mastery influence quality of learning assignments encouraging knowledge retention and recall ability among leaners. Therefore, it is recommended that relevant learning assignments be provided in business studies textbook in order to accelerate learning across the school system.

Weakly Supervised Learning for Textbook Question Answering.

Textbook Question Answering (TQA) is the task of answering diagram and non-diagram questions given large multi-modal contexts consisting of abundant text and diagrams. Deep text understandings and effective learning of diagram semantics are important for this task due to its specificity. In this paper, we propose a Weakly Supervised learning method for TQA (WSTQ), which regards the incompletely accurate results of essential intermediate procedures for this task as supervision to develop Text Matching (TM) and Relation Detection (RD) tasks and then employs the tasks to motivate itself to learn strong text comprehension and excellent diagram semantics respectively. Specifically, we apply the result of text retrieval to build positive as well as negative text pairs. In order to learn deep text understandings, we first pre-train the text understanding module of WSTQ on TM and then fine-tune it on TQA. We build positive as well as negative relation pairs by checking whether there is any overlap between the items/regions detected from diagrams using object detection. The RD task forces our method to learn the relationships between regions, which are crucial to express the diagram semantics. We train WSTQ on RD and TQA simultaneously, i.e., multitask learning, to obtain effective diagram semantics and then improve the TQA performance. Extensive experiments are carried out on CK12-QA and AI2D to verify the effectiveness of WSTQ. Experimental results show that our method achieves significant accuracy improvements of 5.02% and 4.12% on test splits of the above datasets respectively than the current state-of-the-art baseline. We have released our code on https://github.com/dr-majie/WSTQ.

(2021) Volume 2, Issue 4 Cultural Implications of China Pakistan Economic Corridor (CPEC Authors: Dr. Unsa Jamshed Amar Jahangir Anbrin Khawaja Abstract: This study is an attempt to highlight the cultural implication of CPEC on Pak-China relations, how it will align two nations culturally, and what steps were taken by the governments of two states to bring the people closer.

(2021) Volume 2, Issue 4 Cultural Implications of China Pakistan Economic Corridor (CPEC Authors: Dr. Unsa Jamshed Amar Jahangir Anbrin Khawaja Abstract: This study is an attempt to highlight the cultural implication of CPEC on Pak-China relations, how it will align two nations culturally, and what steps were taken by the governments of two states to bring the people closer.

A Comparative Analysis on Algebraic Questions in Chinese and Indonesian textbook

Textbook has a significant impact on students’ mathematical ability. This research aims to analyse algebraic questions in Chinese and Indonesian junior high school textbooks. This research was done at Guangxi Normal University, China from November to December 2020. The textbook analysis was done using a quantitative method on three aspects, which were presentation, context, and type of answer. Other aspects considered were proportional of algebra chapter in the textbook and how questions were presented. Chinese textbooks gave more contextual questions but there were a lot more of open-ended questions in the Indonesian textbook. From this research, we can conclude that both Indonesian and Chinese textbooks have their own advantages that can be adopted in both countries. Future research can talk about how class activity and teacher teaching method can affect students’ mathematical ability on algebra.

초등학교 실험관찰 교과서의 삽화 및 발문 비교 분석 :2009 개정과 2015 개정 교육과정을 중심으로

This study compared and analyzed the types and roles of illustrations, and the s in the questions in the experimental observation textbooks for 3rd, 4th, 5th, and 6th graders of the 2009 and 2015 revised curriculum. This study provide basic data that can effectively utilize the textbooks of the 2015 revised curriculum by presenting the changes, trends of the textbooks according to the revision of the curriculum and suggestions to help develop the experimental observation textbooks of the revised curriculum in the future. The results of comparing and analyzing experimental observation textbooks for 3rd, 4th, 5th, and 6th graders of the 2009 revised curriculum and 2015 revised curriculum are as follows. First, the proportion of photographs in the types of illustrations is the highest at 63.6% in the 2009 revised curriculum and 58.5% in the 2015 revised curriculum, which is to give students a more realistic scientific experience through high objectivity and clarity. Second, the proportion of learning theorem in the roles of illustrations is the highest at 40.9% in the 2009 revised curriculum and 67.8% in the 2015 revised curriculum because experimental observation textbooks have the quality of auxiliary textbooks. Third, In terms of the science process skills in the questions, the proportion of the basic science process skills is the highest at 74.2% in the 2009 revised curriculum and 79.5% in the 2015 revised curriculum. Among the individual items of the science process skills, the proportion of observations is the highest at 32.2% in the 2009 revised curriculum and 34.4% in the 2015 revised curriculum.

Question Analysis in 11th Grade Chemistry Book in Term of Critical Thinking Indicators

<p>This study aims to determine the indicators of critical thinking skills that developed in the questions that contained in the XI grade high school chemistry textbook and to determine the critical thinking level of the questions developed in the XI high school chemistry textbook. This study is a qualitative research using descriptive documentation analysis method or content analysis. The document that analyzed are questions in the chemistry textbook used by eleventh grade students at four Senior High Schools in Surakarta. The sampling technique that used is multistage sampling and data validation using observer triangulation. The results showed that the critical thinking indicators that appeared on the questions from the textbooks analyzed included basic clarification, appearing at 100%; bases for a decision appearing at 0%; inference appearing at 88.9%; Advanced clarification appearing at 38.9%; supposition and integration appearing at 31.5%; auxiliary ability appearing at 40.7%. Meanwhile, based on the Critical Thinking Level (TBK), the questions included in the TBK 0 group are 0%; TBK 1 are 29.6%; TBK 2 are 68.5%; TBK 3 are 1.8%.</p>

Analysis of Reading Comprehension Questions in Secondary School Turkish Textbooks in Terms of Inference Categories

Bu araştırmanın amacı ortaokul Türkçe ders kitaplarında yer alan metin sonu sorularının çıkarım türlerine dağılımını incelemektir. Araştırmada 94 metin ve bu metinlere bağlı 492 soru ele alınmıştır. Metin sonu sorular Chikalanga’nın (1992) önerdiği sözcüksel, önermesel ve kullanımsal çıkarım ulamlarına göre değerlendirilmiştir. Araştırma sonuçları Türkçe ders kitaplarında çıkarım yapmayı gerektiren soruların yanında herhangi bir çıkarım yapılmadan yanıtlanabilecek bağımlı bilgi sorularının da yer aldığını göstermektedir. Soruların %51’i kullanımsal, %17’si önermesel çıkarım yapmayı gerektirmektedir. Türkçe ders kitaplarında sözcüksel çıkarım sorularına yer verilmemiştir. Soruların %32’si ise bağımlı bilgi sorularıdır. Bu sonuçlar kitaplarda yer alan metin sonu sorularının çıkarım türlerine dengeli bir biçimde dağıtılmadığını göstermektedir. Ayrıca bağımlı bilgi soru oranının yüksek olmasının metin sonu sorularının derin anlamaya katkısını sınırlayacağı söylenebilir.

Analisis Soal Uji Kompetensi Pada Buku Paket Matematika Siswa Kurikulum 2013 untuk SMP/MTs Kelas VII Semester 1 Ditinjau dari Taksonomi Bloom

The purpose of this study was to identify the cognitive level of competency test questions in the mathematics textbook for students of 2013 Curriculum for SMP/MTs grade 7th semester 1 reviewed from Revised Bloom Taxonomy. Therefore, this type of research is descriptive research. The data source in this study is the student mathematics textbook 2013 Curriculum Edition 2017 Revision for SMP / MTs grade VII semester 1. While the research variable is the cognitive level of each item of competency test in the 2013 Curriculum student mathematics textbook for SMP/MTs grade 7th semester 1. Data collection was performed by using the documentation and questionnaire methods. The guideline used in the item analysis is the Revised Bloom Taxonomy cognitive level which includes C1-remembering; C2-understand; C3-applying; C4-analyze; C5-evaluate; and C6-creating. The results of this study obtained the percentage of C1 cognitive level of 13.69%; C2 of 23.17%; C3 at 51.57%; C4 of 8.42%; C5 at 1.05% and C6 at 2.11%. It can be concluded that the results of the cognitive level of competency test questions in the mathematics textbook for students of Curriculum 2013 for SMP/MTs grade 7th semester 1 are still low and have not met the balance of the difficulty level of the questions.

An Analysis Of Reading Comprehension Questions In English Textbook " English For Iraq" According To Revised Bloom’s Taxonomy

This research aims to analyze reading comprehension questions available in the textbook, namely, English for Iraq for 2nd intermediate grade based on the cognitive domain of Bloom's taxonomy. To reach this end, a mixed method of content analysis was performed. The sample of the study consisted of all reading comprehension questions found in the textbook where the researcher examined (282) questions. The instrument that was used to collect, list, and classify these questions according to their cognitive levels was a checklist based on Bloom's taxonomy. Then, the percentages of each level that appeared in each study unit were calculated. The results revealed the following: the highest percentage of the questions were remembering (49.65%), and understanding (36.52%), and less for the other levels, applying (2.48%), analyzing (4.26%), evaluating (6.38%), and finally, creating (0.71%). These results exposed that all the cognitive levels were covered by the reading comprehension questions. However, most of the questions were dominated by lower-levels of cognitive processes. This indicates that the above-mentioned textbook failed to engage learners in the questions requiring higher-order levels because of the imbalanced distribution among the six levels of the cognitive domain.

Reconstruction of HOTS problems based on questions in mathematics textbook

The purpose of this research was to reconstruct HOTS questions using questions in mathematics textbooks. The study was conducted used a research and development method. The objects of research and development were questions in mathematics textbooks using in junior high school. The research procedure consisted of collecting and selecting textbooks in mathematics instruction, selecting the topic of the subject, identifying and selecting problems, and reconstructing HOTS items. The item reconstruction phase included expert judgment and field trials. HOTS problem reconstruction was carried out through the improvement of questions in the textbooks so that the answers were not unique; the solution required several mathematical concepts and the use of other knowledge. The results showed that questions in mathematics textbooks could be reconstructed as HOTS questions. HOTS problem reconstruction can be achieved by changing the problem in such a way that it does not have a single solution, using a variety of mathematical concepts and other knowledge.

Analysis of cognitive level biology exercise questions in science text books based on TIMSS frame work

In the book, exercise questions are given to discuss the content taught by focusing on these exercise questions. One of the best feature of the book is that it includes many drill materials and assignments. Books are one of the reasons for the variation in the results of Indonesian student achievement. So it is essential to conduct an analytical study of existing textbooks, especially in terms of the implementation of the cognitive level contained in the exercises.This study aimed to describe the cognitive level of biology exercise questions in science textbooks based on TIMSS 2015 frameworks. The method of this research was a descriptive research method with a qualitative approach. This study used two science textbooks with a different publisher, namely book A and book B, which the most used in South Jakarta Junior High School. The instrument used was sheets document analysis. To analyze the questions used indicators in the TIMSS framework as a guide. The result showed that biology exercise questions in book A were contained 54,45% knowing domain, 29,25% applying domain, and 16,3% reasoning domain, while in book B was contained 80,2% knowing domain, 13,43% applying domain, and 6,33% reasoning domain.

Profile of Junior High School Science Textbooks: Fulfillment of the Higher-order Thinking Skills component

This study aims to analyze the fulfillment of HOTS components in elements such as learning indicators, materials, activities, and competency test questions in science textbooks for Class VII Semester 2. The research method uses mixed methods with an explanatory design starting from the collection and analysis of quantitative data followed by the collection and analysis of qualitative data that is built on the initial results of quantitative data. The material used to analyze HOTS fulfillment of “The Interaction of Living Things with the Environment” with Basic Competencies of 3.7 and 4.7. There are 27 identified components of HOTS fulfillment that are based on 8 learning indicators, 12 learning activities, and 7 competency test questions. With the results of HOTS fulfillment recapitulation the percentage of HOTS cognitive level at the analysis level (C4) 66.67%, the evaluation level (C5) 3.70%, and the creative level (C6) 11.11%. While the HOTS development matrix consists of 56 levels with high criteria of 30.36%, medium criteria of 41.07%, and low criteria of 28.57%. HOTS occurs when students are involved so that through a series of HOTS activities by determining learning sources in textbooks and appropriate learning arrangements, junior high school students can develop higher-order thinking habits.

AN EVALUATION OF WH-QUESTION IN ENGLISH IN MIND TEXTBOOK AN BRIGHT AN ENGLISH TEXTBOOK SEEN IN TERMS OF BLOOM’S NEW TAXONOMY

The study aimed at identifying and analyzing the types and levels of WH-question in two English Textbooks namely, English in Mind Textbook (EIM) and Bright An English Textbook (BAE) for eighth grade junior high school. The objective of the analysis was to evaluate the WH –questions in the light of the Bloom’s New Taxonomy (1956) Taxonomy learning objectives ( Remembering, Understanding, Applying, Analyzing, Evaluating, Creating).Content analysis was used to conducted all the WH-questions in the two textbooks. All the WH-questions were collected, listed, and analyzed according to Bloom’s New Taxonomy. The result from a total of 140 questions (70 questions in EIM and 70 questions in BAE) showed that most of the questions were align with remembering , understanding, and applying as the three lower – level categories, while analyzing, evaluating, and creating as the three higher-level categories constitude the lowest frequency in the two textbooks.Another result also for the proportion of higher-order questions in both Textbook showed that EIM received higher distribution while BAE constitute the highest distribution on lower-order questions. The result indicate that the textbooks failed to engage learners in the questions requiring higher levels of cognitive learning objectives.In the light of the results, the researcher suggested to modified the questions in the textbooks to cover the six levels of Bloom’s new Taxonomy and to train teachers and author of textbook to use and write question following the Bloom’s new Taxonomy. Keywords : Bloom’s New Taxonomy, WH-questions, content analysis, English Textbook

An Analysis of Higher Order Thinking Skills Realization in Reading Comprehension Questions

The significance of Higher Order Thinking Skills (HOTS) has led many educational stakeholders to include the skill in educational curriculum and more specifically in the subjects that students learn. In the context of learning English, HOTS should be instilled in four language skills, especially reading skill. This skill is vital since students are demanded to be critical of what they read. Therefore, this research aimed at investigating how the reading comprehension questions in English textbooks for three different grades (X, XI, and XII) published by the Ministry of Education and Culture facilitate HOTS. By employing cognitive level of Bloom’s revised taxonomy (2001) and critical thinking task type of Numrich’s sequence (Beaumont, 2010), the questions are analyzed qualitatively. The results reveal that HOTS are realized adequately in the textbook for grade XI. In the textbooks for grade X and XII, HOTS are found in small quantity. Besides, based on Numrich’s sequence, the majority of the questions focus on the text which means that critical thinking-based questions are found in small number. Thus, it is expected that this result assists teachers, textbook writers, and future researchers to engage more on the implementation of HOTS.

Analysis of Learning Outcomes and Evaluation Questions in the Computer Science Book for the Twelfth Grade for Academic and Professional Branches in Jordan according to Bloom's cognitive levels: تحليل نتاجات التعلم والأسئلة التقويمية في كتاب علوم الحاسوب للصف الثاني عشر للفروع الأكاديمية والمهنية في الأردن وفق مستويات بلوم المعرفية

This study aimed to Analysis the learning Outcomes and evaluation questions in the computer science book for the twelfth grade for academic and professional branches in Jordan according to Bloom's cognitive levels. The community and the sample consisted of the (64) outcomes, and (99) major questions, includes (219) sub- questions, where the objective and the sub- question was considered as a unit of analysis. The researcher adopted the intentional method in selecting the sample, and used the descriptive analytical approach to conduct the study, where he used a card to analyze the levels of cognitive goals according to the Bloom’s taxonomy. The searcher used percentages and the arithmetic mean of the statistical treatment, the results showed that the computer science textbook questions do not reflect the educational outcomes in light of bloom taxonomy. On the other hand the outcomes and the questions focused on the lowest thinking levels, where the educational outcomes came with (94%) distributed on the remembering (59%), and applying (28%), and understanding (6%). While the questions focus on the lowest thinking levels with percent of (98%) distributed on the remembering (46%), and applying (35%), and understanding (16%). While it showed weakness in the focus on the higher thinking levels, the level of (analyze) got (6%) for the educational outcomes, and (2%) for the questions, and there were no levels of synthesis and evaluation. The study recommended that the learning outcomes and evaluation questions should be distributed over all of the knowledge dimensions, especially higher thinking levels, and trains the writer of the questions in preparing and formulating the questions in a manner consistent with cognitive levels of Bloom's classification.

Evaluation of reading comprehension questions in ELT Moroccan textbooks

It has been well-documented that traditional teaching that emphasizes rote memorization is unable to meet the 21st-century challenges. Learners of today need to learn how to think for themselves and voice out their opinions. This can be achieved only by providing learners with teaching materials that promote skills of analysis, syntheses, and evaluation. The objective of this paper is to evaluate reading comprehension questions of Moroccan ELT textbooks, entitled Ticket to English 2 and Gateway to English 2. This paper seeks to examine the extent to which higher-order questions that stimulate thinking are infused in reading comprehension texts. The study adopted the descriptive quantitative method using a checklist. The checklist is used as an instrument to collect the data using Bloom's taxonomy to investigate the frequency of questions. The results obtained show that 77% of the questions in the first textbook and 84.12% of the questions in the second textbook are classified as being low-order questions. The questions that emphasize high cognitive skills are 23% and 14.78 respectively. Hence, it has been deduced that the two textbooks failed to promote skills of higher-order thinking skills through reading comprehension questions.

Questions Analysis in Mathematics Textbook from Competency-Based Curriculum up to Curriculum 2013

Mathematics textbooks have a significant role in mathematics teaching, and learning activities in schools and the questions contained in textbooks are usually used by students to practice independently. The purpose of this study is to analyze the types of problems in mathematics textbooks used from 2000 to 2017 in Indonesia, especially in the material of one-variable linear equations. The method used in this study is a six-dimensional analysis method, which consists of mathematical activities, the level of difficulty of the questions, the types of answers expected, contextual situations, the types of responses and the types of mathematical questions. Data collection techniques are done by analyzing and describing the types of questions in mathematics textbooks used from 2000 to 2017. The results of this study are the problems in mathematics textbooks for linear variable equations of one variable that do not have diverse types, the types of questions in textbooks are still many in the form of questions that calculate or use a variety of arithmetic operations, apply directly the basic knowledge or skills and without context in everyday life. Also, the existing questions are questions with closed answers, namely questions that only require answers without a reason and questions with a single procedure

Questions in Textbooks and Lessons - Comparative Analysis

Questions in Textbooks and Lessons - Comparative Analysis

Characteristics of Intended Problem Solving Lessons in Mongolian Primary Science: From an Analysis of Trends in Textbook Questions

Characteristics of Intended Problem Solving Lessons in Mongolian Primary Science: From an Analysis of Trends in Textbook Questions