Effectiveness Of Implementing Standards Of Framing And Writing School Textbooks And Measuring The Performance Levels Of Textbook Authors
The study aimed to form standards for framing and writing academic content for a school textbook, and to test the effectiveness of these standards in improving the efficiency of framing and writing lesson texts, and to test the presence of statistically significant differences attributable to the variables like academic level, specialization or gender, using the descriptive and experimental methods. A list of 61 standards distributed over six themes for framing and writing school textbook texts was prepared and validated by specialists, prior to implementing them in a post-performance session of the experimental sampled teachers, who had written a lesson without standards and then rewrote according to the standards of framing and writing the school texts. The sample consisted of (16) male and female teachers. After collecting data and implementing the T-test and ANOVA, the results of the study showed the effectiveness of the criteria in the formulation and writing of school textbook texts. The mean averages and the standard deviations of the sample in the pre and post lesson performance showed a statistically significant difference at the level (0.05) favoring the post-performance. The mean of the post-performance was (32.625) while as the mean for pre-performance was (16.625). Moreover, there were no statistically significant differences attributed to the variable of the academic level or specialization. In addition, there were statistically significant differences attributed to the gender variable in the performance of the male sample after following the standards listed by the researcher.