The Extent to Which Social Responsibility Concepts are Included in Social Studies Books for the Third Stage of Basic Education in Republic of Yemen

Abstract

This study aims to identify the extent to which social responsibility concepts are included in social studies books for the third stage of basic education. The study uses a descriptive-analytical approach and examines social studies books for grades 7، 8، and 9، totaling twelve books (four for each grade) as the study sample. The study utilizes a content analysis card with five main concepts and 46 sub-concepts as study tools. The results of the analysis revealed that:

• In the context of the eighth-grade curriculum، the concepts of social responsibility ranked first with a total of 550 repetitions and a percentage of 42.73% of the content. This percentage is considered weak according to the approved rating scale. The seventh-grade curriculum ranked second with 392 repetitions، making up 30.45% of the content، also considered a weak score. Then the ninth-grade curriculum ranked third، with 345 repetitions and a 26.80% percentage، which is a weak score.

• According to the survey، self-responsibility was the most frequently mentioned concept of social responsibility، appearing 610 times، which accounts for 47.39% of the total books. The concept of responsibility towards society ranked second with 328 repetitions، making up 25.48% of the total. Following this، the concept of national responsibility ranked third with 158 mentions، representing 12.27% of the total. Next in line was the concept of environmental responsibility with 123 mentions and a percentage of (9.55%). Finally، the concept of family responsibility with 68 mentions and a percentage of (5.28%). These percentages range from very weak and weak. Thus، the study suggests including these concepts in social studies curricula due to their significance for both the individual and society.