Value-based Content Analysis of ‘English for Palestine’ 8th Grade Course Book and Suggested Value Enrichment Material

Abstract

This study aims to identify the existing values in the content of English forPalestinegrade eight textbook and to calculate the percentage of each one of the eight domains of values. The study helped identify the least frequent values and consequently the researcher suggested and designed some so as to enrich under-represented values of the eight domains. The researcher followed the analytical descriptive method to conduct the study as he started by putting a classification of the values he thought should be available in the content of English curriculum after reviewing many studies and references dealing with this topic. The researcher analyzed the whole eighth grade course book. The analysis process included all the elements of the book as words, sentences, paragraphs, and even pictures. The results were statistically treated. The results showed clear variations in the frequencies of the eight domains and within each domain as well. The cultural values got the highest percentage with a percentage of 37.8, followed by the social values a percentage of 22. The economic values were ranked third with a percentage of 12.2, while the environmental were ranked fourth with percentage of 11.8. The fifth rank was assumed by the national with a percentage of 6.3, followed by the religious values with a percentage of 2.4. The last rank was assumed by the political values with a percentage of 0.96. Based on the study findings, the researcher designed an enrichment material to help enriching the values under-represented values. The researcher focused on the political and religious values as they were the least frequent among the other values to enrich with some selected topics and activities. The researcher also recommended the importance of suggesting a standard classification of the values to be followed by curriculum designers and used by researchers when analyzing any curriculum content. Furthermore, he recommended the significance of a balanced distribution of the eight domains of values in the content of textbooks.