Open AccessThe level of inclusion of 21st Century Skills in mathematics book for the second intermediate grade in the Kingdom of Saudi Arabia, in light of the mutual dimensions of the Education and Training Evaluation Commission.
Author(s) -
Mohammed Abdullah Alharbi,
Nasser Al harbi
Publication year - 2020
Publication title -
the international journal of research in educational sciences./the international journal of research in educational sciences
Language(s) - English
Resource type - Journals
eISSN - 2585-6766
pISSN - 2585-6081
DOI - 10.29009/ijres.4.1.11
Subject(s) - inclusion (mineral) , mathematics education , mathematics , degree (music) , psychology , physics , social psychology , acoustics
The research aims to identify the level of including the twenty-first century skills in mathematics book for the second intermediate grade in the Kingdom of Saudi Arabia, in light of the mutual dimensions of the Education and Training Evaluation Commission. The research used the descriptive and analytical approach, and its tool was a content analysis card consisting of (30) indicators, they are divided into six (6) main axes, and the research community and its sample are from the mathematics book for the second intermediate class for the two semesters: (first and second) in the Kingdom of Saudi Arabia, edition (1441 / 2019), and the results of the research showed the following: -The percentage of inclusion of twenty-first century skills in the mathematics book for the second intermediate grade as a whole is (38.44%), with an average degree of inclusion. - The percentage of including the skill of critical thinking and problem solving in the mathematics book for the second intermediate grade was (87.48%) with a high degree of inclusion; It was available in the first semester by (83.39%), and in the second semester it was (91.90%) with a high degree of inclusion in both semesters. - The percentage of inclusion of the creative thinking skill in the mathematics book for the second intermediate grade was (49.95%) with a moderate degree of availability, as it was available in the first semester by (53.83%), and it was available in the second semester at a rate of (45.76%) with an average degree of inclusion in both semesters. - The percentage of inclusion of communication skill in the mathematics book for the second intermediate grade was (34.93%) with an average degree of availability, as it was available in the first semester at a rate of (39.39%) with an average degree of inclusion, and it was available in the second semester at a rate of (29.93%) with a low degree of inclusion. - The percentage of including the skill of using technology in the mathematics book for the second intermediate grade was (16.39%) with a low degree of inclusion; Where it was available in the first semester by (16.90%), and in the second semester it was (15.98%) with a low degree of inclusion in both semesters. - The percentage of inclusion of the self-learning skill in the mathematics book for the second intermediate grade was (25.72%) with a low degree of inclusion; Where it was available in the first semester by (23.13%), and it was available in the second semester by (28.21%) with a low degree of inclusion in both semesters. - The percentage of including the skill of cooperation and social participation in the mathematics book for the second intermediate grade was (16.17%) with a low degree of inclusion; Where it was available in the first semester by (13.81%), and it was available in the second semester by (19.23%) with a low degree of inclusion in both semesters.