An-Najah University Journal for Research - B (Humanities)

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Abstract

This study aimed at identifying the ratios of manifestation of the cognitive domain levels, percentages of objective questions, essay questions, it also intended to identify the availability percentages of scientific processes in questions, besides identify the availability percentages of scientific processes included in the twelfth grade chemistry textbook in Palestine. The study adopted the content analysis technique and took the sub-question and theme as a unit of analysis. The results are: Questions of the chemistry textbook focused mainly on the cognitive domain; the ratios of questions were as follows: memorization (22.2%), comprehension (24.5%), application (41.4%), analysis (10%), synthesis (0.6%), and evaluation (1%). Objective questions (22%), essay questions (78%), multiple choice questions (47%) true or false (35%) fill in the spaces (18%). Science expression process (21.1%), chemical computation process (18%), definition of terms process (10%), explanation process (8.4%), inferring process (7.4%), chemistry classification process (6.3%), recognizing chemical compounds and symbols, and derivation process (4%) for each, prediction (3%),  comparison (2%), observation (0.6%) and finally hypothesizing (0.2%). The most recurrent science process included in the chemistry textbook activities were observation (30%), recognition (21.4%), chemical computation (18%), comparison (12.5%), and science expression (9%). The study recommended taking care of evaluating the affective and psychomotor aspects of the chemistry textbook; taking into account balance of the textbook questions; increasing the questions numbers on the synthesis and evaluation levels; formulation, hypothesizing questions, observation, comparison, prediction and classification; reformulating the questions with artistic mistakes to match the criteria of good phrasing of questions.

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This study aimed at identifying the ratios of manifestation of the cognitive domain levels, percentages of objective questions, essay questions, it also intended to identify the availability percentages of scientific processes in questions, besides identify the availability percentages of scientific processes included in the twelfth grade chemistry textbook in Palestine. The study adopted the content analysis technique and took the sub-question and theme as a unit of analysis. The results are: Questions of the chemistry textbook focused mainly on the cognitive domain; the ratios of questions were as follows: memorization (22.2%), comprehension (24.5%), application (41.4%), analysis (10%), synthesis (0.6%), and evaluation (1%). Objective questions (22%), essay questions (78%), multiple choice questions (47%) true or false (35%) fill in the spaces (18%). Science expression process (21.1%), chemical computation process (18%), definition of terms process (10%), explanation process (8.4%), inferring process (7.4%), chemistry classification process (6.3%), recognizing chemical compounds and symbols, and derivation process (4%) for each, prediction (3%),  comparison (2%), observation (0.6%) and finally hypothesizing (0.2%). The most recurrent science process included in the chemistry textbook activities were observation (30%), recognition (21.4%), chemical computation (18%), comparison (12.5%), and science expression (9%). The study recommended taking care of evaluating the affective and psychomotor aspects of the chemistry textbook; taking into account balance of the textbook questions; increasing the questions numbers on the synthesis and evaluation levels; formulation, hypothesizing questions, observation, comparison, prediction and classification; reformulating the questions with artistic mistakes to match the criteria of good phrasing of questions.