Teacher Perspectives on Life and Earth Sciences Textbook Evaluation in Moroccan Middle and High Schools

Abstract

This study provides insights into Moroccan Life and Earth Science teachers' perspectives on the evaluation of textbooks in middle and high schools. The study aims to explore teachers' views on the evaluation of Life and Earth Science textbooks based on content, skills, culture, and textbook functions. Data were collected from 223 Life and Earth Science teachers using a survey instrument with 37 Likert-scale items. The findings indicate that while teachers generally held positive views on the evaluation of textbooks with content and skills-based curricula, there is room for improvement in the cultural aspect. Furthermore, the results highlighted the significant influence of the language of instruction on teachers' perspectives on textbook functions and skills, emphasizing the importance of considering the specific needs and contexts of different school levels. To improve the quality and effectiveness of Life and Earth Science education, the study emphasizes the importance of considering the evaluation of textbooks, as well as school level and language of instruction, in their development and utilization. Overall, this research provides valuable insights into the evaluation of Life and Earth Science textbooks in Moroccan middle and high schools. These findings can help publishers, curriculum developers, and teachers improve the effectiveness and relevance of Life and Earth Science education for Moroccan learners. Received: 16 June 2024 / Accepted: 27 August 2024 / Published: 05 September 2024