Evaluating the Content of the First-Grade Ethics Textbook from the Perspective of Subject Teachers

Abstract

The current research aimed to evaluate the content of the first-grade ethics textbook from the perspective of subject teachers and to identify its most prominent strengths and weaknesses. A descriptive-analytical approach was used, and the sample consisted of (200) subject teachers. A questionnaire consisting of (37) items was administered, distributed across four axes. The results showed that the evaluation of the content of the first-grade ethics textbook in terms of (the suitability of content and objectives, organization and presentation, moral education methods, and form and artistic production) from the perspective of subject teachers was high for the questionnaire as a whole and for its dimensions. The dimension (form and artistic production) ranked first, while the dimension (activities and assessment) ranked last. The most prominent strengths of the first-grade ethics textbook were (the book's inclusion of general human values ​​(honesty, cooperation, respect)), while the least prominent was (the use of examples from the local environment). The most prominent weaknesses were (the weak connection of some lessons to contemporary ethical challenges (such as technology and social media)), while the least prominent was (the repetition and lack of diversity of some topics).