The Degree to Which Social Values Are Integrated into National Education Textbooks for the Second Cycle of the Primary Education in the Republic of Yemen

Abstract

The present study seeks to ascertain the degree to which social values are incorporated within the national education textbooks designated for the second cycle of primary education in the Republic of Yemen. Employing a descriptive approach grounded in content analysis, the research sample encompasses all lessons contained within the national education textbooks mandated for students in grades four, five, and six during the 2023/2024 school year. To facilitate this investigation, two instruments were developed: a comprehensive list of social values and a content analysis form. The findings of the research yield several significant results, the most notable of which are as follows:

1. A comprehensive list of social values to be included in the national education textbooks for the second cycle of basic education in the Republic of Yemen was established, comprising a total of (24) distinct values.


2. The cumulative frequency of social values present in the national education textbooks for grades four, five, and six amounted to (161) occurrences, distributed unevenly across the texts.


3. In the national education textbook for the fourth grade, there were (59) occurrences of social values, representing (36.64%) of the total repetitions.


4. The national education textbook for the fifth grade contained (40) occurrences of social values, accounting for (24.84%) of the total repetitions.


5. The national education textbook for the sixth grade included (62) occurrences of social values, which corresponds to (38.52%) of the total repetitions.