Analyzing the content of Social Studies textbooks with a focus on geography-related lessons for grades three to six in the academic year 1401-1402 using the William method.

Mosapour Miyandehi, Pari; Pourmahmoud   Arabani, Reyhaneh

Analyzing the content of Social Studies textbooks with a focus on geography-related lessons for grades three to six in the academic year 1401-1402 using the William method.

Document Type : Original Article

Authors

¹ Department of Geography Education, Farhangian University, P.O. Box 14665-889, Tehran, Iran

² Department of Education

Abstract

The present research aims to analyze the geography lessons in Social Studies textbooks for elementary school students (grades three to six) using the William Romi formula to determine whether these textbooks effectively engage students in content learning according to their age or not. This analytical study utilizes appropriate descriptive statistical measures, such as frequency, coefficients, table visualization, and calculates students' learning with 10% of the geography section's content, including all images and activities. The engagement coefficient for the text is as follows: Third grade: 2.0, Fourth grade: 7.0, Fifth grade: 9.0, and Sixth grade: 1.0. The research findings indicate that the text of geography lessons in all grade levels is generally passive and has limited research value. The engagement coefficients for images are as follows: Third grade: 3.0, Fourth grade: 7.0, Fifth grade: 5.0, and Sixth grade: 1.0. While the engagement coefficients for fourth and fifth grades are satisfactory, those for third and sixth grades are inactive. It is recommended based on these results that the text of geography lessons in elementary Social Studies textbooks be revised, particularly the parts consisting mainly of content that requires no analysis or interpretation, and replaced with more engaging material to actively involve students in content learning.

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