An Evaluation of the Developed Mathematics Textbook for the 3rd Secondary Grade from Male and Female

Abstract

This study aimed to evaluate the developed mathematics textbook for the 3rd secondary grade from teachers’ perspectives in the school year 2013, Najran city, Saudi Arabia. To achieve the purpose of this study, the researcher developed a scale of (47) items which covered five domains: Arabic language of the textbook, methods of the lessons presented, content matching for students, activities that should be applied, and proper questions assessment. After assuring the validity of the methodology, it was applied on a selected sample of (99) teachers who teach developed textbook for the 3rd secondary grade. The results indicated there were statistically significant differences between male and female teachers due to the variable of gender at the level of (α=0.01) in content domain; in favour of female. Inaddition, there were statistically significant differences between male and female at the level of (α=0.05) in the three domains: methods of lessons presentation, activities, and assessment questions, in favour of female. There were no significant differences between male and female at the level of (α=0.05) due to the variable of teaching experience. This study recommends that all materials needed to implement related activities should be available for teaching.